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(1)國立臺灣體育運動大學 National Taiwan University of Physical Education and Sport. 體育研究所碩士學位論文學院. 社區大學學員休閒運動課程參與動機、滿意度與忠誠度之研究—以臺中市大墩社區大學為例 THE RESEARCH OF MOTIVATION, SATISFACTION, AND LOYALTY OF COMMUNITY COLLEGE RECREATIONAL ACTIVITIES PARTICIPANTS – TAKING TAICHUNG TA-TUN COMMUNITY COLLEGE AS EXAMPLES. 研究生：蔡雅雯. 撰. 指導教授：謝振榮. 教授. 中華民國 101 年 7 月.

(2) 論文名稱：社區大學學員休閒運動課程參與動機、滿意度與忠誠度之研究—以臺中市大墩社區大學例總頁數：121 頁校所組別：國立臺灣體育運動大學體育研究所研究生：蔡雅雯指導教授：謝振榮博士摘. 要. 本研究以臺中市大墩社區大學參與休閒運動課程之學員為研究對象，主要探討學員在休閒運動課程參與動機、學習滿意度與忠誠度及人口統計變數之差異情形。首先分析不同人口統計變數之學員對參與動機、滿意度及忠誠度之差異；並探討三者間之關係。本研究採用問卷調查法，以臺中市大墩社區大學參與休閒運動課程學員800人為研究對象。將所得資料以統計套裝軟體SPSS執行描述性統計、積差相關、逐步迴歸等統計分析，根據資料分析結果歸納以下六點結論：一、學員休閒運動參與動機現況，「生理層面」最高；滿意度現況，「教師上課品質」最高；整體忠誠度平均數為4.45顯示學員願意「持續報名與推薦」。二、不同年齡層的學員在滿意度「學習成效」層面具有顯著差異，18~30 歲>31~40 歲。三、不同年齡的學員在參與動機「心理層面」具有顯著差異，18~30 歲>51-60 歲 >41~50 歲>31~40 歲。四、不同職業學員在參與動機「生理層面」其達顯著水準，軍公教>服務業>自由業。五、參與動機、滿意度與忠誠度呈正相關。六、本研究證實參與動機與學習滿意度對忠誠度會帶來相當程度的影響。關鍵字：社區大學、參與動機、滿意度、忠誠度. I.

(3) Tsai, Wen-Wen (2012). The Research of Motivation, Satisfaction, and Loyalty of Community College Recreational Activities Participants – Taking Taichung Ta-tun Community College as Examples Abstract This research aims at the participants of Ta-tun Community College’s recreational programs. The objective is to study the participants’ motivation, satisfaction, loyalty, and the difference of the variable of population statistics. Firstly, I analyze the difference of motivation, satisfaction, and loyalty of the participants from different population statistics variable; then I research the connection of the above three categories. This research uses the questionnaire method. It aims at the eight hundred participants in Ta-tun Community College Recreational programs.The accessed data gathers statistics with the package software SPSS, which conducts descriptive statistics, product-moment correlation, and regression analysis.Six main points are concluded according to the data analysis: 1.Physical concern tops the current status of participants’ motivation. Teaching quality tops the satisfaction, and the average of loyalty is 4.45, which show that the participants would continue and recommend. 2.The satisfaction of learning effectiveness varies among different age groups; which of those ages 18-30 is higher than those ages 31-40. 3.The motivation of psychological side varies obviously among different age groups; which of those ages 18-30 is higher than those ages 41-50, while those ages 31-40 has the lowest motivation. 4.Participants with different occupations show great variation in psychological motivation. 5.Motivation,satisfaction and loyalty show positively related. 6.This research shows that motivation and satisfaction brings significantly influence to loyalty. Key words: Community college, Motivation, Satisfaction,Loyalty II.

(4) 謝. 誌. 一晃眼,研究所二年的課程結束了，一切的景象與心情有如昨日一般，回想起當時一開始面對家庭、課業、職場以及懷有身孕身體的不適，多重忙碌的日子，原本以為這是個遙不可及的任務，很高興我熬過來!我終於完成了。在職進修需要的是一份堅持的力量，在家庭、課業、職場無法面面俱到，必須有些取捨，朋友及家人的鼓勵是我堅持下去的一份力量，首先感謝 YMCA 郭崇威總幹事全力的支持與同事們對我的鼓勵，感謝運動中心主任雪美姐的百分百支持讓我在職場上無後顧之憂的面對課業，感謝我的好姊妹惠華，在整個研究論文中給了很多寶貴的建議。此外要特別感謝我公公與婆婆，在我忙於課業與職場的時候，幫忙照顧我的二個小孩，二個寶貝女兒(祐瑄、祐嘉)也體恤媽媽，很配合也很乖，最後要感謝我的老公(春翔)，一路上的鼓勵與體恤關懷，讓我不會疲於奔命。由衷感謝家人與朋友，我將這份喜悅與成果與你們分享!! 蔡雅雯謹誌中華民國 101 年 7 月. III.

(5) 目. 錄. 中文摘要 ···························································································································I 英文摘要 ··························································································································II 謝誌 ························································································································III 目錄 ························································································································IV 表目錄 ························································································································VI 圖目錄 ·····················································································································VIII. 壹、緒論 ··························································································································1 第一節研究背景與動機 ··························································································1 第二節研究目的 ······································································································4 第三節研究問題 ······································································································4 第四節研究範圍 ······································································································5 第五節研究限制 ······································································································5 第六節. 名詞釋義 ······································································································6. 貳、文獻探討 ··················································································································8 第一節社區大學發展現況 ······················································································8 第二節休閒運動理論概念 ····················································································19 第三節休閒運動參與動機定義與相關研究 ························································28 第四節學習滿意度定義 ························································································34 第五節忠誠度定義與相關研究 ············································································38 叁、研究方法 ················································································································41 第一節第二節第三節第四節. 研究架構 ····································································································41 研究流程 ····································································································42 研究對象 ····································································································43 研究工具 ····································································································44. 肆、研究結果與討論 ····································································································64 第一節社區大學學員背景變項的現況 ································································64. IV.

(6) 第二節參與休閒運動動機、滿意度、第三節第四節第五節. 忠誠度現況分析 ························································································68 學員不同背景變項在滿意度的差異分析 ················································69 學員不同背景變項的學員在學習動機之差異分析 ································································································74 休閒運動參與動機、滿意度與學員忠誠度之相關分析 ································································································78. 第六節休閒運動參與動機、滿意度與學員忠誠度之之解釋情形 ······························································································80 第七節綜合討論 ····································································································83 伍、結論與建議 ············································································································89 第一節第二節. 結論 ············································································································89 建議 ············································································································91. 參考文獻 ························································································································94 中文部分 ························································································································94 英文部分 ······················································································································104 附錄一研究預試問卷 ································································································106 附錄二研究正式問卷 ·································································································110. V.

(7) 表目錄表 2-1 表 2-2 表 2-3 表 2-4 表 2-5 表 3-1. 社區大學承辦方式 ··························································································14 休閒定義彙整表 ······························································································21 學習滿意度定義 ······························································································34 成人學習滿意度研究之層面 ··········································································36 顧客忠誠度的定義 ··························································································38 學員參與動機表分析彙整表 ··········································································47. 表 3-2 表 3-3 表 3-4 表 3-5 表 3-6. 學員參與動機因素結構摘要表 ······································································48 參與動機 Cronbach α 係數彙整表 ·································································50 學員滿意度項目分析彙整摘要表 ··································································52 學員滿意度量表因素結構摘要表 ··································································55 滿意度 Cronbach α 係數彙整表 ·····································································58. 表 3-7 表 3-8 表 3-9 表 4-1. 學忠誠度項目分析彙整摘要表 ······································································60 忠誠度因素結構摘要表 ··················································································61 忠誠度 Cronbach α 係數彙整表 ·····································································62 背景變項次數分配情形 ··················································································65. 表 4-2. 參與休閒運動動機各層面得分之平均數、標準差摘要表 ··············································································································68 學員滿意度各層面得分之平均數、標準差摘要表 ··············································································································69 學員忠誠度層面得分之平均數、標準差摘要表 ··········································69 不同性別的學員在滿意度各層面之差異比較 ··············································70 不同性別的學員在滿意度各層面之差異比較 ··············································70 不同年齡會員在顧客滿意度各層面之差異比較 ··········································71 不同職業的學員在滿意度各層面之差異比較 ··············································72. 表 4-3 表 4-4 表 4-5 表 4-6 表 4-7 表 4-8 表 4-9 表 4-10 表 4-11 表 4-12 表 4-13. 不同性別的學員在學習動機各層面之差異比較 ··········································74 不同性別的學員在學習動機各層面之差異比較 ··········································75 不同年齡學員在學習動機各層面之差異比較 ··············································75 不同職業的學員在學習動機各層面之差異比較 ··········································77 參與休閒運動動機各層面、滿意度各層面之相關分析 ··········································································································78 表 4-14 參與休閒運動動機各層面、忠誠度層面之相關分析 ··········································································································79 VI.

(8) 表 4-15 參與休閒運動滿意度各層面、忠誠度層面之相關分析 ··········································································································79 表 4-16 滿意度各分層面對參與動機之迴歸分析 ······················································81 表 4-17 參與動機各分層面對忠誠度之迴歸分析 ······················································82 表 4-18 滿意度各分層面對參與動機之迴歸分析 ······················································83. VII.

(9) 圖目錄圖 3-1 圖 3-2. 研究架構圖 ······································································································41 研究流程圖 ······································································································42. VIII.

(10) 第壹章、. 緒論. 本研究以探討社區大學學員休閒運動課程參與動機、滿意度與忠誠度，並將研究的結果作為經營管理之參考指標，亦可提供給相關單位及業者作為具體建議。本章共分為六節，完整說明本研究邏輯推論基礎。. 第一節. 研究背景與動機. 社區大學有別於傳統的學校教育，是以學習動機為入學標準，是屬於自發性的學習，不分入學年齡（ 1 8 歲以上）、性別、教育背景，參加的學生多數是成年人及高齡者，這些族群在社會上有豐富的經驗與經歷，相互學習過程中，每個人都成為個別資源，有助於創新思想的產生。教育部在. 1998. 年 3 月公布「學習白皮書」強調終身學習落實在社區體系的重要性，更加速了社區大學的興起。 2002 年教育部頒布終身學習法，將社區大學定位在教育體制外眾終身學習的機構，由各縣市主管單位自行或委託經營管理，為落實社區為終身學習的場所，利用相關機關、學校、社教機構、研究機構、公民營企業設立學習場所。顧忠華 (2005)指出，社區大學運動能創造出結合高等教育、成人教育及社區運動的新模式，促使社區成為居民學習和成長的動力來源，建立所有民眾有終身學習的環境，擷取新知與充實能力，得以趕上新社會的脈動。社區大學課程自由、創新且多元，課程規劃分為三個類別， 1.學術性 2.生活藝能 3.社團活動，學術性課程包含人文科學、社會科學、自然科學，使民眾擴展知識廣度，培養思考與理性判斷能力，生活藝能課程主要以學習實用技能、充實生活提升工作能力與生活品質，社團活動課程方面，培養. 1.

(11) 民眾參與社會公共事務能力，凝聚社區意識，邁向公民社會 ( 黃武雄， 2 0 0 0 )。從 1 9 9 8 年第一所社區大學成立後，至今已在台灣各地遍地開花，目前全國總共有 87 所社區大學，分校 18 所，原住民社區大學 14 所，學員人數已達 20 於萬人 (社團法人社區大學全國促進會 2 0 1 1 )，社區大學帶動學習潮流，已經成長為具有非常大潛力的社會力量。社會急速變遷，科技快速的發展，靜態的生活方式使得人體活動機會變少，衍生出體能與健康亮起紅燈，社會大多數的人都有意識到正當休閒運動的重要性。徐耀輝 (1991)將社區運動的定義為「居住於某一特定區域、城市等的全體人民，所從事遊玩、消遣、運動、遊戲或競爭等之活動」。吳浩銘 ( 2 0 0 6 ) 認為從事休閒運動，可以達到生理健康、心理健康與增進社會關係，進而滿足自我實現的需求，獲得成就感與自信心。社區大學開設休閒運動課程，針對來自不同階層的學員需求，安排各類型休閒運動種類，同時增加學員的體能與技能，建立學員正確的運動觀念與培養規律運動習慣、心靈成長、社交與領導方面助益匪淺。社團法人臺中市基督教青年會（ YMCA）憑藉多年優質的社會教育經驗及成果，於 2 0 0 2 年受市府委託創立大墩社區大學，奠基於 YMCA50 餘年來不斷投入心力在社會教育工作的經驗，以及秉持 NPO 的精神，善用國內外 YMCA 豐富資源，使社大課程與各項活動皆能更具多元性及國際性。大墩社大以推動終身教育學習、並普及教學點於各社區為職志，所以在創立之初並不限定於某一區域、而是以遍佈各區域、提供民眾眾多便利學習據點為原則。大墩社大為深耕社區、發展各區域特色，並提升社大行政與辦學品質，各校區委派專責. 2.

(12) 人員配合各校區統籌管理，落實在地化經營理念，規劃各校區重點發展主軸：自 2002 年承辦至今，一年辦理三學期，每年開班 600 班以上、學員人數超過 1 萬 2 千人次！是臺中市規模最大之社區大學，亦為全國規模最大之社區大學 ( 社團法人社區大學全國促進會，2 0 1 0 ) ！大墩社大以促進全人健康的全人教育理念推動社區大學，在社大各分部積極推動一系列有氧類、舞蹈類、墊上運動類 …等相關健康休閒運動課程提供一般青壯年族群良好運動管道；在中高齡族群因應體能與生理狀況之改變，輔以推動適合中高齡的環狀運動課程，讓民眾在由青壯年進入中高齡時，亦能有合宜的運動模式可以延續；在高齡民眾部分，採用由日本 YMCA 引進之防止老人跌倒相關課程，推展適合高齡者的健康體適能運動。大墩社大針對青壯年至高齡民眾之不同運動需求，規劃適合之不同運動模式，串連起連續並專業化之全人健康教育。本人於臺中市大墩社區大學擔任主要休閒運動課程規劃決策者角色，目前仍屬於學習階段，相信人有無限潛能，本人深信 ”明日領袖，今日養成 ”，發揮團隊合作必定是致勝的關鍵，希望在專業中能夠達到巔峰；開創新格局！運動一直以來是我最熱愛的領域，也長期於埋首耕耘，所以希望能厚植自己的專業能力，並進一步藉由自己的專業助長社會的正向發展。國民從事休閒運動活動，除可促進身心健康及減少醫療成本外，休閒運動的發展對於整體國家經濟發展亦有一定之貢獻。本人因工作所需接觸各年齡層之民眾，初步了解各種背景和年齡層之民眾，對於運動之考量和需求各有差異；且不同的年齡層所需的運動亦無法以一概全。本研究除了要了解休閒運動適合的年齡層外，對. 3.

(13) 於社區大學學員參加休閒運動課程的動機、學習滿意度、忠誠度進行深入探討，惟有如此才能將正確、多元化的休閒運動推動給適合的民眾參與。. 第二節. 研究目的. 本研究主要探討分析參與社區大學休閒運動學員參與休閒運動課程動機、學員學習滿意度、忠誠度；不同的背景學員參與休閒運動課程動機、學員學習滿意度的差異情形：瞭解學員參與休閒運動課程動機、滿意度、忠誠度的相關情形，並將研究的結果作為經營管理之參考指標，亦可提供給相關單位及業者作為具體建議。其主要研究目的可歸納為：一、瞭解大墩社區大學員休閒運動參與動機。二、瞭解大墩社區大學學員參與休閒運動程度。三、瞭解大墩社區大學員參與休閒運動滿意度。四、探討大墩社區大學員參與休閒運動後忠誠度之現況。五、瞭解大墩社區大學員參與休閒運動後之滿意度與忠誠度間之關係。. 第三節. 研究問題. 根據以上研究目的歸納出以下研究問題：一、瞭解參與大墩社區大學學員人口統計特性現況為何? 二、瞭解大墩社區大學學員之休閒運動動機現況分析? 三、瞭解參與大墩社區大學學員滿意度的現況分析? 四、瞭解大墩社區大學學員忠誠度現況分析? 五、探討大墩社區大學學員不同背景變項 (性別、年齡、新舊生、職業 )在參與動機的差異分析 ?. 4.

(14) 六、探討大墩社大學員不同背景變項 (性別、年齡、新舊生、職業 )在滿意度的差異分析 ? 七、探討大墩社區大學學員在學習動機、滿意度、忠誠度的相關分析? 八、探討大墩社區大學學員參與動機、滿意度、忠誠度之迴歸分析。. 第四節. 研究範圍. 本研究針對報名參加大墩社區大學 2011年第三季秋季班休閒運動課程之學員進行休閒運動參與動機、學習滿意度及忠誠度之實證研究，以臺中市大墩社區大學為研究範圍，大墩社區大學所涵蓋的範圍，分別包括於台中市北屯區 ( 松竹分部 )、北區 ( 健行分部 )、西區 ( 三民分部 )、南屯區 ( 南屯分部 ) 、西屯區 (永安分部 )、中區 (忠明分部 )等六個分校區。本研究對象為報名參加大墩社區大學 2011年第三季秋季班休閒運動類課程之學員。. 第五節. 研究限制. 一、本研究所採取的研究對象為以大墩社區大學參與休閒動課程之學員，所得之結果僅供參考之用，屬於個案探討之方式，因全國各地社區大學課程規劃與習性不同，因此不能代表所有社區大學。二、本研究以問卷的方式進行調查，所得資料的確實性仍取決於受訪者的誠實程度，此為研究者無法完全掌握的情況。三、本研究預計在 2011年 12月 16日到 30日進行調查，主要了解報名參加大墩社區大學 2011年第三季秋季班休閒運動類課程學員參加後滿意度情形，至於 2012年起之後參加情況，. 5.

(15) 不同之受訪者可能會受其他因素而改參與動機、滿意度及忠誠度。. 第六節名詞釋義一、社區大學 (Conference Of Community Universities) 社區大學由直轄市、縣 (市 )主管機關自行或委託辦理。社區大學為正規教育體制外之終身教育機構，並不授予學位。開設學術課程、生活藝能課程及社團活動課程三大核心領域為主，凡年滿十八歲以上之民眾，不限學歷，均可選修課程。 (教育部 )依據全促會統計 1998 年第一所社區大學成立後，至今，全國目前總共有 87 所社區大學，分校 18 所，原住民社區大學 14 所，學員人數已達 20 餘萬人。二、休閒運動 (Recreational Sports) 本研究休閒運動是指在上班課後閒暇之餘，自願從事自己喜歡的休閒運動，達到身心健康與休閒娛樂的效果。本研究之休閒運動為：有氧類、舞蹈類、墊上運動類。三、參與動機 (Participating Motivation) 本研究參與動機是指以參加大墩社區大學休閒運動，本研究之參與動機分為生理構面；心裡構面。四、學習滿意度 (Learning) 本研究滿意度是指學員對所參與大墩社區大學開設運動休閒課程，所產生的學習滿意感受。本研究學習滿意度分為教師教學品質；行政服務；學習成效；等三大項目。. 6.

(16) 五、忠誠度 (Loyalty) 忠誠度是顧客對某特定產品或服務的未來再購意願。本研究之忠誠度是指：大墩社區大學參與休閒動課程之學員學習後會繼續參加社區大學參與學習。. 7.

(17) 第貳章、文獻探討本研究以休閒參與動機、學習滿意度與忠誠度之間關係的研究探討。本章彙整相關文獻計分五節，完整說明本研究邏輯推論的基礎。. 第一節. 社區大學發展現況. 社區大學以地方縣市政府採公辦民營方式，委託民間非營利組織辦理，提供 18歲以上成人就讀選修，在政府與民間團體推動下蓬勃發展，台灣的第一所社區大學於 1 9 9 8 年 9 月在臺北市成立 -文山社區大學，自 1998年成立至今，目前全國總共有 87所社區大學，分校 18所，原住民社區大學 14所，學員人數已達 20於萬人 ( 社團法人社區大學全國促進會， 2 011) 。一、社區大學發展背景：台灣在未解嚴時期，教育受到由上而下的權威式牽制，導致人民失去自主性，由於民間力量無法釋放形成台灣社會力逐漸萎縮。自台灣政治解嚴後，這長期深藏於社會中的民間生命力轉眼間順勢發酵，自主性發展於各地形成多元化社會的景象，奠立了穩固社會運動的基礎，啟動了半世紀受到解嚴時期民間參與教育的社會運動。社區大學的構想源自於臺大黃武雄教授，於 1994年 4月 10日發起「四一 ○教改運動」大規模遊行，號召三萬民眾走向臺北街頭，要求政府加速改造教育體制，提出四大訴求為：訂定教育基本法、小班小校、教育現代化，以及廣設高中大學。藉由這股民間力量以多樣化展現台灣教育生命力，透過由下而上改造教育根本消除升學主義、文憑主義的束縛，喚起全民對教育的覺醒 (阮小芳， 2 0 0 0 )。黃武雄教授堅持台灣教育改革需要與社會改革緊密相連結，因此參考國外社區學院模式提出「社區大學」的設計，. 8.

(18) 提供成人終身學習的管道 (顧忠華， 2000)。設立社區大學源自於 1994年台大黃武雄教授所倡議推動，以終身學習概念建立新的成人學習模式。 1998年初，黃武雄、顧忠華、洪萬生、夏鑄九、李丁讚、彭明輝 … 等人在政治大學舉行「社區大學未來藍圖研討會」，隨後正式成立「社區大學籌備會」，並加入史英、林孝信等教改人士，對外召開記者會，宣佈推動社區大學的決心，並發表了五四新宣言－人民要有自己的大學，引起社會廣大迴響，臺北市政府、新竹市政府、高雄縣政府相繼表示；希望在行政區內設置社區大學 (社團法人社區大學全國促進會， 2 0 0 4 )。臺北市為第一個響應的縣市，並於一九九八年的九月二十八日，在臺北市文山區木柵國中成立了臺灣第一所社區大學 -文山社區大學，社區大學從理念進入運動階段，各縣市也開始關注這項由民間發起的教育改革運動，漸漸形成一股新的學習風潮 (張德永， 2001)。在這樣的背景下，為了凝聚全國各地的社區大學及持續推動社區大學運動，社區大學全國促進會 National Association for the Promotion of C o m m u n i t y U n i v e r s i t y ( N A P C U，簡稱全促會 ) 於 1 9 9 9 年 9 月 19日日正式成立，有了全促會後，社區大學有了參考與依托，透過反覆的共讀、思辨、討論過程，規劃出具體的實踐行動，最終願景在建立一個能夠提昇公民素養、創造台灣新文化的「公民社會」，成立全處會也算是推展社區大學相當重要的里程碑。 (社團法人社區大學全國促進會，2004)社區大學創造出正規教育體制的外學習模式，創造新興的成人學習模式，藉由知識解放培養現代公民批判思考的能力，凝聚社區意識與社區關懷，重建經營新社區與現代. 9.

(19) 公民社會。因此，社區大學這股力量，使台灣成人教育邁向新的里程碑。二、社區大學辦學理念：社區大學「 community college」具「社區」與「大學」雙重意義。即是以社區為主軸的成人教育機構 (張德永，2000)。社區大學在教育改革與社會改革使命中漸漸茁壯，在政府與民間極力推崇之下全台各地紛紛籌設社區大學辦學理念與正規教育迥然不同。社區大學的設置針對每個地區的特色和文化來設計課程，真正的貼近居民生活範疇。每個社區大學都有著自己的經營方式，但最大的共同點依然遵循黃武雄教授所提出辦理社區大學的 5項辦學理念 (黃武雄， 1997)。 (一 )打開公共領域，發展民脈 (civic connections) 社區大學課程分三類 ﹕ 學術課程、社團活動課程與生活藝能課程，社團活動課程的目的﹐在於發展人的公領域。藉由公共事務的參與，去面對當前社會的問題以實務結合學術課程所研討的理論，學員可以得到較紮實的自我成長機會，深化自己對週遭世界的認識社團活動以公共事務為主，由學員自己組織，聘教師為社團顧問，以便諮詢及指導例如組社區規劃社，深入社區各角落辦社區活動、蒐集居民需要，對理想的社區環境進行規劃，像圖書館、文化中心、綠地、兒童遊戲場、居民聚會場所、游泳池等的配置、道路分佈、人車分流、植栽設計、社區美化等。其他例如組地方文史社，探查地方過去的歷史、人文典故、特殊建築與民間藝術或其他諸如組環保社、河川保護社、社區工作社、老人關懷社、婦女兒童虐待防治工作社、原住民文化研究社等，再再都有益於凝聚社區意識。. 10.