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高校高水平乒乓球運(yùn)動(dòng)員社會(huì)支持、學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)倦怠的關(guān)系研究

發(fā)布時(shí)間：2019-06-04 08:42
【摘要】：研究目的:探討高校高水平乒乓球運(yùn)動(dòng)員社會(huì)支持與學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)倦怠之間的關(guān)系,并檢驗(yàn)學(xué)習(xí)動(dòng)機(jī)在社會(huì)支持影響高校高水平乒乓球運(yùn)動(dòng)員學(xué)習(xí)倦怠的中介作用,從激發(fā)高校高水平乒乓球運(yùn)動(dòng)員學(xué)習(xí)動(dòng)機(jī)的角度研究社會(huì)支持與學(xué)習(xí)倦怠之間的關(guān)系,為預(yù)防或緩解高校高水平乒乓球運(yùn)動(dòng)員學(xué)習(xí)倦怠感提供新的思路。研究對(duì)象與方法:采用《社會(huì)支持量表》、《學(xué)習(xí)動(dòng)機(jī)問卷》以及《學(xué)習(xí)倦怠量表》對(duì)國(guó)內(nèi)高校高水平乒乓球運(yùn)動(dòng)員進(jìn)行問卷調(diào)查�？傆�(jì)發(fā)放問卷230份,其中回收問卷216份,有效問卷184份,問卷的有效回收率為80%。采用社會(huì)統(tǒng)計(jì)分析軟件包SPSS20.0進(jìn)行統(tǒng)計(jì)分析。首先,采用獨(dú)立樣本t檢驗(yàn)和單因素方差分析檢驗(yàn)高校高水平乒乓球運(yùn)動(dòng)員社會(huì)支持、學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)倦怠在人口統(tǒng)計(jì)學(xué)變量上的差異性;然后,采用相關(guān)分析探討社會(huì)支持、學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)倦怠兩兩之間的相關(guān)性;最后,采用結(jié)構(gòu)方程模型技術(shù)驗(yàn)證社會(huì)支持影響高校高水平乒乓球運(yùn)動(dòng)員學(xué)習(xí)倦怠的學(xué)習(xí)動(dòng)機(jī)中介作用模型。研究結(jié)果:(1)高校高水平乒乓球運(yùn)動(dòng)員的社會(huì)支持和學(xué)習(xí)動(dòng)機(jī)得分較高,處于中等偏上水平,學(xué)習(xí)倦怠得分較低,處于中等偏下水平。社會(huì)支持在年級(jí)和性別上不存在顯著性差異,在運(yùn)動(dòng)等級(jí)上存在顯著性差異,二級(jí)運(yùn)動(dòng)員的社會(huì)支持得分高于健將級(jí)運(yùn)動(dòng)員和一級(jí)運(yùn)動(dòng)員;學(xué)習(xí)動(dòng)機(jī)在性別上不存在顯著性差異,在運(yùn)動(dòng)等級(jí)和年級(jí)上存在顯著差異,二級(jí)運(yùn)動(dòng)員的學(xué)習(xí)動(dòng)機(jī)高于健將級(jí)運(yùn)動(dòng)員和一級(jí)運(yùn)動(dòng)員,大一新生的學(xué)習(xí)動(dòng)機(jī)要顯著高于其他三個(gè)年級(jí)的運(yùn)動(dòng)員;學(xué)習(xí)倦怠在性別和年級(jí)上不存在顯著性差異,但是在運(yùn)動(dòng)等級(jí)上存在顯著性差異,健將級(jí)運(yùn)動(dòng)員學(xué)習(xí)倦怠感高于一級(jí)運(yùn)動(dòng)員,一級(jí)運(yùn)動(dòng)員學(xué)習(xí)倦怠高于二級(jí)運(yùn)動(dòng)員。(2)從社會(huì)支持的三個(gè)維度上來(lái)看,客觀支持和支持利用度僅在性別上存在顯著差異,其他人口學(xué)變量上則不存在顯著性的差異:主觀支持在運(yùn)動(dòng)等級(jí)上存在顯著差異,二級(jí)運(yùn)動(dòng)員主觀支持要高于健將和一級(jí)運(yùn)動(dòng)員,在其他人口學(xué)變量上不存在顯著性的差異。從學(xué)習(xí)動(dòng)機(jī)的四個(gè)維度上來(lái)看,求知興趣和能力追求在各人口學(xué)變量上不存在顯著差異。聲譽(yù)獲取在運(yùn)動(dòng)等級(jí)和年級(jí)上存在顯著異,大三、大四的運(yùn)動(dòng)員聲譽(yù)獲取要高于大一、大二運(yùn)動(dòng)員,健將和一級(jí)運(yùn)動(dòng)員聲譽(yù)獲取要高于二級(jí)運(yùn)動(dòng)員。利他取向在性別上存在顯著差異,女運(yùn)動(dòng)員顯著高于男與動(dòng)員,在其他人口學(xué)變量上則不存在顯著性的差異。從學(xué)習(xí)倦怠的三個(gè)維度來(lái)看,身心耗竭在性別和年級(jí)上存在顯著差異,男運(yùn)動(dòng)員身心耗竭感高于女運(yùn)動(dòng)員,大一、大二的運(yùn)動(dòng)員身心耗竭感高于大三、大四的運(yùn)動(dòng)員;學(xué)業(yè)疏離在性別和年級(jí)上不存在顯著差異,在運(yùn)動(dòng)等級(jí)上存在顯著差異,健將和一級(jí)運(yùn)動(dòng)員的學(xué)業(yè)疏離感高于二級(jí)運(yùn)動(dòng)員;低成就感在性別上存在顯著差異,男運(yùn)動(dòng)員成就感低于女運(yùn)動(dòng)員(3)通過回歸分析發(fā)現(xiàn),在以社會(huì)支持為自變量的回歸方程中,社會(huì)支持對(duì)學(xué)習(xí)倦怠有負(fù)向的作用,社會(huì)支持對(duì)學(xué)習(xí)動(dòng)機(jī)有正向的作用;在以學(xué)習(xí)倦怠為因變量的回歸方程中,學(xué)習(xí)動(dòng)機(jī)對(duì)學(xué)習(xí)倦怠的負(fù)向作用顯著,社會(huì)支持對(duì)學(xué)習(xí)倦怠的負(fù)向作用不顯著。研究結(jié)論:(1)高年級(jí)與高等級(jí)高校高水平乒乓球運(yùn)動(dòng)員的社會(huì)支持和學(xué)習(xí)動(dòng)機(jī)高于低年級(jí)與低等級(jí)運(yùn)動(dòng)員;高等級(jí)高水平運(yùn)動(dòng)員的學(xué)習(xí)倦怠感高于低等級(jí)運(yùn)動(dòng)員。(2)高校高水平乒乓球運(yùn)動(dòng)員的社會(huì)支持、學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)倦怠存在內(nèi)在關(guān)聯(lián)性,具體表現(xiàn)為社會(huì)支持有利于激發(fā)學(xué)習(xí)動(dòng)機(jī),減緩學(xué)習(xí)倦怠。(3)高校高水平乒乓球運(yùn)動(dòng)員的學(xué)習(xí)動(dòng)機(jī)在社會(huì)支持影響學(xué)習(xí)倦怠感中起完全中介作用,即社會(huì)支持通過學(xué)習(xí)動(dòng)機(jī)影響學(xué)習(xí)倦怠感。
[Abstract]:The purpose of the study is to study the relationship between the social support and the learning motivation and the learning burnout of the high-level table tennis players in the university, and to test the intermediary role of the learning motivation in the social support of the high-level table tennis players' learning burnout. The relationship between social support and learning burnout is studied from the angle of stimulating the learning motivation of high-level table tennis players in colleges and universities. The object and method of the study were to use the , the and the Learning Burnout Scale> to carry out a questionnaire on the high-level table tennis players in China. A total of 230 questionnaires were issued, with 216 questionnaires and 184 questionnaires, and the effective recovery rate of the questionnaire was 80%. Statistical analysis was performed using the social statistical analysis software package SPSS10.0. First, the differences of social support, learning motivation and learning burnout of the high-level table tennis players in the university are examined by the independent sample t-test and the single-factor analysis of variance, and then the social support is discussed with the relevant analysis. Finally, using the model of structural equation model to verify the influence of the social support on the learning motivation of the high-level table tennis players in the university. The results of the study: (1) The social support and motivation score of the high-level table tennis players in the university are higher, they are in the middle of the upper level, the scores of the learning burnout are lower, and they are in the middle of the lower level. The social support does not have a significant difference in grade and sex, there is a significant difference in the sports grade, the social support score of the two-level athletes is higher than that of the health-care level athletes and the first-class athletes, and there is no significant difference between the learning motivation and the gender, There is a significant difference in the sports grade and the grade, the learning motivation of the two-level athletes is higher than that of the first-class athletes and the first-class athletes, the learning motivation of the freshmen is significantly higher than that of the other three grades, and the learning burnout does not have a significant difference in the sex and the grade, However, there is a significant difference in the level of exercise, and the level of the study of the level-level athletes is higher than that of the first-class athletes, and the level-level athletes' learning burnout is higher than that of the second-class athletes. (2) From the three dimensions of social support, there is no significant difference in the degree of objective support and support, and there is no significant difference in other demographic variables: the subjective support has a significant difference in the level of motion, The subjective support of the two-level athletes is higher than that of the first-class athletes, and there is no significant difference in other demographic variables. From the four dimensions of learning motivation, the interest and ability of seeking knowledge do not have a significant difference in the demographic variables. The reputation of the athletes is significantly different in the sports grade and grade, and the reputation of the athletes of the third and the fourth is higher than that of the first and the second-class athletes, and the reputation of the first-class athletes is higher than that of the second-class athletes. There was a significant difference in the orientation of altruism, which was significantly higher than that of male and female, and there was no significant difference in other demographic variables. From the three dimensions of learning burnout, the physical and mental exhaustion has a significant difference in the sex and the grade, and the physical and mental exhaustion of the male athletes is higher than that of the female athletes. There are no significant differences in the gender and grade of the study, there is a significant difference in the level of exercise, and the degree of learning and alienation of the first-class athletes is higher than that of the second-class athletes, and there is a significant difference in the achievement of the low achievement of achievement in the sex. The achievement of the male athletes is lower than that of the female athletes (3). The regression analysis shows that in the regression equation with the social support as the independent variable, the social support has a negative effect on the learning burnout, and the social support has a positive effect on the learning motivation; In the regression equation based on the learning burnout, the negative effect of learning motivation on the learning burnout is significant, and the negative effect of social support on the learning burnout is not significant. The results of the study are as follows: (1) The social support and learning motivation of the high-level table tennis players in the senior and high-grade colleges is higher than that of the lower-grade and lower-grade athletes; the high-level high-level athletes' learning and neglect is higher than that of the lower-grade athletes. (2) The internal relationship between the social support, the learning motivation and the learning burnout of the high-level table tennis players in colleges and universities, which is embodied in the social support, is beneficial to the motivation of the motivation and the reduction of the learning burnout. (3) The learning motivation of the high-level table tennis players in colleges and universities plays an important role in the social support of the learning and neglect, that is, the social support has the influence of learning motivation through the learning motivation.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G846

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