The Relationship of Social Support, Academic Stress and School Adaptation within Football Team in Junior High School Athletes

• Main Authors: Lin, Shang-Xian, 林尚賢
• Other Authors: Lin, Kuo-Jui Ed.D.
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/58671988683851103894

碩士 === 臺北巿立體育學院 === 運動科學研究所 === 96 === The purpose of present study was to (a) identify the current status of social support, academic pressure and school adaptation among football team in junior high school athletes; (b) compare the differences among selected demographic variables of social support, academic pressure and school adaptation among football team in junior high school athletes; (c) examine the relationship between social support, academic pressure and school adaptation among football team in junior high school athletes. The sample was 425 athletes selected from purposeful sampling in Taiwan area. From the survey returned, 389 were coded. The response rate was 92％. The questionnaire utilized for the data collection was a questionary of social support, academic pressure and school adaptation among football team in junior high school athletes. Descriptive statistics, independent sample t-test, one way ANOVA, Pearson Product-Moment correlation were computed for data analysis. The results indicated that: (a) the status of social support, academic pressure and school adaptation among football team in junior high school athletes located on moderately high; (b) social support had significant difference on grade, team seniority, sport degree, training quantity, after participation school team result and academic achievement; academic pressure had significant difference on grade, after participation school team result and academic achievement; school adaptation had significant difference on after participation school team result and academic achievement; (c) the relationships among social support and academic pressure were lowly explained canonical correlated positively; the relationships among social support and school adaptation were positive correlation; the relationships among school adaptation and academic pressure were negative correlation.