A Study of the Social Support and School Adaptation of Archers in Senior High School in Taiwan

• Main Authors: Sheng-Chien Wu, 吳聖乾
• Other Authors: Sz-Min Chang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/29104352172062234454

碩士 === 國立體育大學 === 競技與教練科學研究所 === 101 === The purpose of present study was to (a) identify the current status of social support and school adaptation among archers in senior high school Taiwan; (b) compare the differences among the selected demographic variables on social support and school adaptation of archers in senior high school Taiwan; (c) analyze the relationship between social support and school adaptation of archers in senior high school Taiwan. The questionnaire utilized for the data collection including (a) demographic sheet; (b) social support scale, and (c) school adaptation scale. The questionnaire was administered in 2013 the National Youth Cup Archery Championship. There are a total of 220 questionnaires sent, 134 valid questionnaires got back, and the effective response rate is 60.90%. Descriptive statistics, independent sample T-test, one way ANOVA, and Pearson Product-Moment correlation were computed for data analysis. The results indicated that (a) in the way of social support, coach-support was highest and the others in the descending order are team-support, classmates-support, and family-support was lowest.; (b) in the way of school adaptation, peer adaptation was highest and the others in the descending order are student-teacher relationship, study adaptation, and learning adaptation was lowest; (c) the significant differences between the archers’ grade were found on social support. Beginning year of archery in elementary school has higher teem-support. Freshman archers, the team qualification between one to two year, and the school provides schoolwork counseling or recovery teaching have higher teacher-support; (d) the significant differences were found on school adaptation by the archers’ grade. Freshman archers have higher grades in student-teacher relationship. The academic achievement after join the team have higher grades in learning adaptation; and (e) social support and school adaptation were positive correlation.