Influences of social support sources and type on Junior High Students’s leasure time physical activity –The intermediary of perceived importance

• Main Authors: Ya-ting Fang, 方雅亭
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/35569390683760969260

碩士 === 國立臺南大學 === 體育學系碩士班 === 100 === The purpose of this study: 1. Explore the differences between junior high school students of different background variables, social support sources, types of support and physical activities as leisure. 2. Explore the relationship between junior high school students’ social support sources, type and physical activities as leisure. 3. Explore the sources and types of social support sources their perceived importance to junior high school students’ in respect to their mediating effect on the sources and types of social support sources. The subjects of this research project are 466 students (boys＝206, girls＝260), aged 12 to 16 (M age＝14.14, SD= ± 1.00). All participants were required to fill out questionnaires about social support for exercises, the importance of perceived competence of social support, and physical activities as leisure. The t-test showed that gender has a significant effect on the differences in social support family support, teacher support, and instrument support there are more boys than girls support the study. The boys have more leisure time for physical activities than the girls. Different grade in the one-way ANOVA analysis showed that there is a significant difference between social support for family activities and social support for teacher activities . This shows different grades have no significant difference in informational type, instrumental type, and physical activities as leisure. There was no significant difference in physical activities found to be based on grade level. According to Pearson’s there is a correlation showing that the social support for family, peer and teachers, informational and instrumental type of social support were positively correlated with physical activity. The multiple hierarchical regression analysis showed that the perceived family social support for exercise’s importance does not have a medicating effect on family social support for exercise and physical exercise for leisure. The perceived importance of peer social support for exercise and leisure time physical activity does not have a mediating effect on peer social support for exercise. The perception of the importance of social support from teachers for exercise does not have a mediating effect on the social support of teachers for physcial activity for leisure. The perceived importance of the type of informational for physical activity for leisure does not have a mediating effect. The perceived importance of the type of instrumental for physical activity for leisure does not have a mediating effect. By follwing the results, recommendations for future research and applications for education were suggested.