大學運動績優排球選手自我統合與幸福感之差異及相關研究 Investigation of Outstanding College Volleyball Players’ Ego Identity and Well-being

• Published in: Jiao yu ke xue yan jiu qi kan Vol. 66; no. 2; pp. 111 - 144
• Main Authors: 韓俜亭 Ping-Ting Han, 洪瑞兒 Zuway-R Hong, 魯盈讌 Ying-Yan Lu, 林煥祥 Huann-Shyang Lin, 王薪惠 Hsin-Hui Wan, 黃愛雅 Ai-Ya Huang
• Format: Journal Article
• Language: English
• Published: National Taiwan Normal University 01-06-2021
• Subjects: ego identity; non-physical education majors; outstanding college volleyball players; physical education majors; well-being; 大學運動績優排球選手; 幸福感; 自我統合; 非體育相關學系; 體育相關學系
• ISSN: 2073-753X
• DOI: 10.6209/JORIES.202106_66(2).0004

本研究目的在探討大學運動績優排球選手自我統合之類型，不同背景大學運動績優排球選手的自我統合與幸福感的差異和其關聯。本研究以立意取樣選取136位大學運動績優排球選手為研究對象，填寫「大學運動績優排球選手問卷」，最後再選取兩位幸福感最高分及兩位幸福感最低分的大學運動績優排球選手進行個別訪談。本研究以偏最小平方法中的測量模式分析檢驗研究工具之信度與效度，再以獨立樣本t考驗、卡方考驗、偏最小平方法及內容主題分析進行資料分析。本研究量化資料分析結果顯示，32.3%大學運動績優排球選手歸類為迷失型統合；而大學運動績優男排球選手多歸屬於定向型統合，最多數女選手歸屬於迷失型統合；就讀體育相關學系與一般學系之大學運動績優排球選手自我統合類型並未呈現顯著性差異；定向型統合類型大學運動績優排球選手的人際關係、生活滿意、學業成就及個人成長皆呈現顯著正相關。質性個別訪談結果發現大學運動績優排球選手的「自我滿足」與「人際關係與 互動」能提升其幸福感和形成定向型統合，而課業壓力和挫折感則會降低幸福感和形成迷失型統合。建議招收運動績優選手的大學在規劃課程、教學與活動時，需考慮大學運動績優選手的身心狀況及學習需求，以提升大學運動績優女排球選手及就讀一般學系排球選手的定向 型統合。 This study investigated outstanding college volleyball players’ ego identity and well-being. This study purposively selected 136 outstanding volleyball players as the sample. All participants were asked to respond to the well-structured “Outstanding College Volleyball Players’ Questionnaire” to assess their ego identity and well-being. In addition, two target students with the highest scores in well-being and another two target students with the lowest scores were selected purposively for individual interviews. Exploratory factor analysis, internal consistency reliability test, t test, Chi-squared test, Partial Least Squares (PLS), and theme content analysis were performed. Initial results revealed that 32.3% of outstanding volleyball players were in the “identity diffusion” stage. More male players than female players were identified as being in the “identity achievement” stage. The players in the “identity achievement” stage had positive interpersonal relationships, high life satisfaction and academic achievement, and successful personal growth. The qualitative results indicated that the male players’ high levels of life satisfaction and positive interpersonal relationships improved their well-being and identity achievement. By contrast, the pressure and frustration from academic study might have decreased some players’ well-being and increased their identity diffusion. The current results suggest that college educators should consider the physical and mental health of players who are female or non-physical education majors. We recommend that more attention be given to providing players with approaches of improving their identity achievement.