大學(xué)生體育鍛煉自我理念與體驗獲得評價研究

1、重慶師范大學(xué)碩士學(xué)位論文中文 摘要 I 大學(xué)生體育鍛煉自我理念與體驗獲得評價研究 The evaluative study of College Students' PE self-concept and experience gained 摘 要 本文為探索大學(xué)生體育鍛煉主觀影響因素對于體育鍛煉體驗獲得的作用及構(gòu)建大學(xué)生體育鍛煉自我理念水平評價模型，運用訪談法、問卷調(diào)查法、文獻(xiàn)資料法、數(shù)理統(tǒng)計等方法構(gòu)建大學(xué)生體育鍛煉自我理念

2、理論結(jié)構(gòu)，并研制了量表工具【大學(xué)生體育鍛煉自我理念結(jié)構(gòu)量表】 ；運用 spearman 秩相關(guān)性分析和典型性相關(guān)分析法驗證了“大學(xué)生體育自我理念”與“體育鍛煉體驗獲得” （下稱“體驗獲得” ）關(guān)聯(lián)性實證及相關(guān)分析；借助模糊數(shù)學(xué)中模糊層次綜合評價法（FAHP）構(gòu)建大學(xué)生體育鍛煉自我理念與體驗獲得評價等級并對大學(xué)生體育鍛煉自我理念水平進(jìn)行評價研究。整體研究表明： 1）大學(xué)生體育鍛煉自我理念結(jié)構(gòu)由體育鍛煉自我態(tài)度、體育鍛煉自我意識、體育鍛煉自

3、我認(rèn)知、體育鍛煉自我價值、體育鍛煉自我動機等五個一級維度和 18 二級維度（包含 54 個下位因素）構(gòu)成。2）通過構(gòu)建大學(xué)生體育鍛煉自我理念結(jié)構(gòu)模型，發(fā)現(xiàn)這五個維度對于大學(xué)生體育鍛煉自我理念存在不同程度的效應(yīng)，大小依次為：F3(鍛煉自我認(rèn)知)（0.88） 、F1(鍛煉自我態(tài)度)（0.83） 、F2(鍛煉自我意識)（0.82） 、F5(鍛煉自我動機)（0.81） 、F4(鍛煉自我價值)（0.79） ，表現(xiàn)出了時下大學(xué)生體育鍛煉的“了解鍛煉

4、意義——建立基本態(tài)度——提高意識水平——建立行為趨向——獲取鍛煉價值” 思考行為模式。3）性別、興趣項目、鍛煉組織形式、鍛煉思維誘導(dǎo)來源的不同在大學(xué)生體育鍛煉自我理念水平存在顯著差異（P?0.05） 。4）本研究基于階段變化理論形成了“構(gòu)建鍛煉理念——付諸鍛煉行動——評價鍛煉效果——完善鍛煉理念”的思考行為模式。5）在不服從正態(tài)分布情況的下 spearman 秩相關(guān)系數(shù)為 0.896（P=0.005，小于 0.01） ， 獲得大學(xué)生體育

5、鍛煉自我理念水平 （V） 與體育鍛煉體驗獲得水平 （U）之間的顯著的正向相關(guān)驗證結(jié)果。6）典型性相關(guān)分析結(jié)果發(fā)現(xiàn)：存在 5 對典型性相關(guān)系數(shù)具備顯著性，其中 V2 體育鍛煉自我態(tài)度和 V3 體育鍛煉自我意識對 U6 心理負(fù)態(tài)典型性相關(guān)系數(shù)分別為（-0.894**） 、 （-0.743**） ，二者具備較為強烈的負(fù)相關(guān)關(guān)系。7）體育鍛煉自我理念的價值功能主要體現(xiàn)在通過獲得良好的自我鍛煉理念進(jìn)行開展體育鍛煉的自我評價進(jìn)而獲得體育鍛煉自我肯定

6、，并通過對自身參與體育鍛煉的態(tài)度、認(rèn)知、行為等方面的糾錯，實現(xiàn)體育鍛煉理念的自我調(diào)節(jié)作重慶師范大學(xué)碩士學(xué)位論文 英文摘要 III ABSTRACT To explore the function of the subjective influence factors of college students' physical exercise for the experience of physical exercise a

7、nd to construct the evaluation model of College Students' PE self-concept level, this paper uses the Interview method, Questionnaire survey method, Literature method and Mathematical statistics method to construct

8、the physical exercise of College Students' PE self-concept theory structureand developthe scale [College Students' PE self-conceptstructureScale]; Proving the relativeverificationof “College Students' PE sel

9、f-concept“ Constructing and analyzing the Evaluation-grade of “College Students' PE self-concept“ & “PEexperience gained “by using Fuzzy Comprehensive Evaluation (FAHP) of Fuzzy Mathematics. The overall study s

10、hows that: 1) College Students' PE self-conceptstructureconsisted of PE self-attitude, PE self-consciousness, PEself-cognition, PE self-value, PEself-motivation and 18 two-level arrangements(including 54 factors).

11、2) It was effectedby this five one-level arrangements in different degree throughconstructing the College Students' PE self-conceptstructure model,size is as follows: F3 (PE self-cognition) (0.88), F1 (PE self-attitu

12、de) (0.83), F2 (PE self-consciousness) (0.82), F5 (PE self-motivation) (0.81), F4 (PE self-value) (0.79), showing that the PE Thinking-behavior Mode of college student is“ to understand the meaning of exercise--To establ

13、ish basic attitude--to improve consciousness --to establishbehavior trend--to gain the value “. 3) There are significant differences (P?0.05) among sex, interest, organizational form and different exercise thinking indu

14、ced sourceof College Students' PE self-concept level. 4). Based on Trans-theoretical model of change, forming a newPEThinking-behavior Mode of college student: “building up the concept of exercise --putting into acti

15、on -- evaluating the effect of training -- improving the exercise idea“.5)“College Students' PE self-conceptlevel (V)“ & “PEexperience gained level (U)“are significantly positive correlation as the result of Sp

16、earman-correlationratio is 0.896 (P=0.005 less than 0.01)whichdoes not obey the normal distribution. 6) Canonical-correlation analysis showed that: 5 pairs of canonical-correlationratioare significant （P=0.01） , in which

17、 both V2PE self-attitude and V3PE self -consciousness TO U6Negative fellingare strong negative correlation, radios:(-0.894**), (-0.743**).7) The mainvalue function of PE self-concept in self-evaluation by gettinga good

18、concept and self-affirming among physical exercise, by correcting the failures in PE self-attitude, PE self-cognition, PE self-behavior and other aspects of exerciseachieved Self-regulation of PE self-concept.Finally, t