重訓者學習動機、生涯適應與幸福感之關聯研究暨個別化重訓教學模式之成效

Abstract

本研究旨在探討個別化重量訓練教學對學習動機、生涯適應與幸福感之影響，並驗證其教學模式的實施成效。研究分為三個階段進行。第一階段為量表的修訂與建構，包含「重訓學習動機量表」、「生涯適應量表」與「幸福感量表」，並透過探索性因素分析（EFA）檢驗各量表之信效度與建構適配性。第二階段採問卷調查法蒐集量化資料，探討學習動機、生涯適應與幸福感之間的關聯性與預測力。第三階段採準實驗設計，實施個別化重訓教學介入，進一步分析其對學員在心理層面（學習動機、生涯適應與幸福感）之影響，並輔以學習紀錄與焦點訪談進行質性主題分析，以及教練對教學模式的回饋與省思，以綜合評估個別化教學的教育意義與實務貢獻。研究結果顯示：（1）三份量表皆具良好之信效度與適配度，可作為評估重訓學習心理素質之有效工具；（2）學習動機與生涯適應呈顯著正相關，且兩者皆可有效預測幸福感。結構方程模型與中介分析進一步指出，學習韌性在學習動機與幸福感之間具中介效果，而社交適應則扮演調節角色，強化學習動機對幸福感與生涯適應的影響；（3）相較於一般教學方式，個別化重訓教學能顯著提升學員在學習動機、生涯適應與幸福感三個面向的表現。實驗組於學習動機四個構面（學習動力、生理效益、學習韌性與社交適應）、生涯適應（如友善溝通、工作韌性）及幸福感指標（如正向情緒、支持肯定、自主自在）皆顯著優於對照組。個別化教學透過目標設定、自主選擇與教練回饋，有效激發學員內在動機，增進其自我認同與心理調適能力；（4）質性資料顯示，個別化教學有助於學員克服學習困境、提升自信與自我效能，進而增強心理韌性與學習成就感。質性訪談與量化數據相互印證，指出個別化訓練歷程有助於動機轉化、自我效能提升與情緒穩定，並強調人際互動與心理支持為教學轉化之關鍵；（5）質性分析與教練省思證實，個別化重訓教學模式不僅能有效促進學員學習心理素質與整體福祉，亦為未來重訓教育實務與心理健康促進提供重要參考依據。關鍵詞：個別化教學、重量訓練、重訓學習動機、生涯適應、幸福感This study investigates the effects of individualized weight training instruction on learning motivation, career adaptability, and well-being, while evaluating the effectiveness of its pedagogical implementation grounded in educational psychology. The research was conducted in three sequential phases. The first phase focused on the development and validation of three instruments—the Weight Training Learning Motivation Scale, the Career Adaptability Scale, and the Well-Being Scale. Through exploratory factor analysis （EFA）, each instrument demonstrated acceptable reliability and construct validity. The second phase employed a quantitative survey design to explore the interrelationships and predictive capacities among learning motivation, career adaptability, and well-being. The third phase utilized a quasi-experimental design to assess the psychological effects of individualized instruction compared to conventional approaches. Supplementary qualitative data were collected via learning logs and focus group interviews, complemented by reflective journals from instructors, and analyzed through thematic content analysis.The findings indicate the following: （1） the three measurement instruments possess satisfactory psychometric properties and can serve as reliable tools for assessing psychological outcomes in the context of resistance training; （2） learning motivation and career adaptability were significantly and positively correlated, and both were significant predictors of well-being. Structural equation modeling and mediation analysis revealed that learning resilience mediated the relationship between learning motivation and well-being, while social adaptability functioned as a moderator, enhancing the predictive effects of learning motivation on both well-being and career adaptability; （3） the individualized instruction model significantly outperformed conventional teaching in enhancing learning motivation, career adaptability, and well-being. Participants in the experimental group demonstrated notable improvements across four motivation dimensions （task engagement, physiological benefits, learning resilience, and social adaptability）, various domains of career adaptability （e.g., communicative competence, occupational resilience）, and key indicators of well-being （e.g., positive affect, perceived affirmation, and autonomy）; （4） qualitative findings further supported the effectiveness of the individualized approach, highlighting its role in helping learners overcome obstacles, enhance self-efficacy, develop psychological resilience, and foster a sense of achievement; （5） reflections from both learners and instructors underscored the importance of individualized instruction in promoting intrinsic motivation, emotional regulation, and positive interpersonal experiences, thereby affirming its practical significance in advancing psychological well-being and educational outcomes in the context of resistance training.These results suggest that individualized weight training instruction, grounded in principles of educational psychology, holds considerable potential for fostering holistic learner development and serves as a valuable model for future applications in physical education and mental health promotion.Keywords: individualized instruction, weight training, learning motivation, career adaptability, well-being