| 摘要: | 本研究之研究目的有三大部分：一、國中甲組女子籃球隊隊員知覺社會支
持、課業壓力與學校適應之現況；二、比較不同背景變項之國中甲組女子籃球隊隊員知覺社會支持、課業壓力與學校適應之差異情形；三、探討國中甲組女子籃球隊隊員知覺社會支持、課業壓力與學校適應之相關。
本研究以國中甲組女子籃球隊隊員為研究對象，進行問卷調查，共計發放180份問卷，回收有效問卷180份，回收有效問卷率為100％。本研究以「國中甲組女子籃球隊隊員社會支持、課業壓力與學校適應問卷」為研究工具。資料處理採敘述統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關。其結果主要為： 一、國中甲組女子籃球隊隊員主要社會支持來源以「教練及隊友支持」兩個支持體系得分情形最高；課業壓力主要為「個人壓力」；在學校適應中以「同儕適應」與學習適應比較好。二、年級、最佳運動成績、參加球隊後學業成績及是否參加課業輔導或補救教學在社會支持上達顯著差異；最佳運動成績及是否參加課業輔導或補救教學在課業壓力上達顯著差異；團隊年資、最佳比賽成績、是否參加課業輔導或補救教學在學校適應上達顯著差異。三、社會支持與課業壓力兩者之呈顯著負相關，相關性並不高；社會支持程度與學校適應達顯著正相關；學校適應與課業壓力呈顯著負相關，相關性並不高。
The purpose of this study is threefold: 1. The current situation of the junior middle school women's basketball team members' perception of social support, academic pressure and school adaptation; 2. Compare the differences between the perceived social support, academic pressure and school adaptation of the members of the Women's Basketball Team of the Junior High School Group A with different background variables; 3. To explore the relationship between the perceived social support, academic pressure and school adaptation of the women's basketball team members of the Junior High School Group A.
In this study, the female basketball team members of the junior middle school group were used as the research object. A questionnaire survey was conducted. A total of 180 questionnaires were issued, 180 valid questionnaires were recovered, and the rate of valid questionnaires was 100%. In this study, the questionnaire of the "Grade 3 Women's Basketball Team Social Support, Academic Stress and School Adaptation Questionnaire" was used as a research tool. Data processing was based on descriptive statistics, independent sample t test, single factor variance analysis, and Pearson product variance correlation. The results are mainly: 1. The main source of social support for the women’s basketball team members of the junior middle school group A is the highest score in the two support systems of "coach and teammate support"; The academic pressure is mainly "personal pressure"; In school adaptation, "peer adaptation" is better than learning adaptation. 2. There are significant differences in social support for grades, best athletic performance, academic performance after joining the team, and whether to participate in course counseling or remedial teaching; There is a significant difference in academic pressure between the best athletic performance and whether to participate in academic guidance or remedial teaching; There are significant differences in school adaptation between team seniority, best competition results, and whether to participate in tutoring or remedial teaching. 3. There is a significant negative correlation between social support and academic pressure, and the correlation is not high; The degree of social support is significantly positively correlated with school adaptation; School adaptation has a significant negative correlation with academic pressure, and the correlation is not high. |
