教師自主支持是提升學生內在動機的重要條件之一 (Reeve, 2009) ，教師該怎麼做才能有效提高體育課學生的自主動機，是大家所關注的議題。然而，過去的教師自主支持研究工具僅能檢測出認知性自主支持構面，根據Stefanou等 (2004) 的說法，教師自主支持包含認知性、程序性與組織性自主支持，後續Tilga, Hein與Koka (2017) 以此為架構開發了體育課三向度教師自主支持量表 (MD-PASS-PE) 。目的：以Tilga等 (2017) 所開發的MD-PASS-PE為基礎，檢測中文化MD-PASS-PE是否具有理想的信度與效度。方法：本研究分成三階段進行，階段一進行中文化專家效度檢驗；階段二以346名國高中生 (平均年齡14.94±1.42) 為研究對象，進行量表模型檢驗；階段三以291名國高中生 (平均年齡15.66±1.46) 為研究對象，進行恆等性與效標檢驗。結果：第一階段通過專家內容效度檢驗；第二階段通過內部一致性、驗證性因素分析、聚斂效度與區別效度；第三階段重複檢驗了量表模型，兩階段樣本間具有不變性，但是性別不變性未通過標準，中文化MD-PASS-PE與基本心理需求滿足以及努力的各構面間皆具有顯著正相關。結論：中文化MD-PASS-PE具有理想的信度與效度，可用於量測學生對於教師自主支持行為的感受，未來教師可根據量表檢驗結果設計具體化的教學策略，增進學生自主動機及營造正向課堂體驗；未來研究方面，應再針對量表進行複核效度檢驗，亦可檢驗此量表於不同年齡或是不同情境的適用性。

It is proven that teachers' autonomy support can enhance students' intrinsic motivation (Reeve, 2009). and how teachers can effectively improve students' autonomous motivation in physical education has been one of the heated topics. The existing scales for teachers' autonomy support can only measure cognitive autonomy support Stefanou et al., (2004) suggested, that teachers’ autonomy support can be categorized as cognitive autonomy support, organizational autonomy support, and procedural autonomy support. The Multi-Dimensional Perceived Autonomy Support Scale for Physical Education (MD-PASS-PE) based on cognitive autonomy support, organizational autonomy support, and procedural autonomy support was developed by Tilga et al., (2017). Purpose: This study aimed to examine the validity and reliability of the Chinese MD-PASS-PE. Methods: The study was carried out in three phases. In phase 1, expert validity was established. In phase 2, the model of Chinese MD-PASS-PE was examined with a sample of 346 secondary school students (M age = 14.94, SD age = 1.42). In phase 3, measurement equivalence and criterion-related validity were examined with a sample of 291 secondary school students (M age = 15.66, SD age = 1.46). Results: Expert validity, internal consistency reliability, confirmatory factor analysis, convergent validity, and discriminant validity were established in the first two phases. The model of Chinese MD-PASS-PE is deemed fit and passed measurement invariance across the different samples, while gender invariance didn’t meet the criteria. Positive correlations exist among students’ perceived autonomous support, basic psychological needs, and efforts. Conclusions: The Chinese MD-PASS-PE is valid and reliable, and can be used to measure students' perceptions of teachers' autonomous support behaviors. The measuring results of Chinese MD-PASS-PE can serve as a reference for developing autonomous supportive teaching strategies. Cross-validation is suggested in the future for different ages or contexts.

中文摘要 I
英文摘要 III
表次 VII
圖次 VIII
第壹章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的、研究問題與流程 6
第三節 研究範圍 7
第四節 名詞解釋 8
第貳章 文獻探討 10
第一節 自我決定理論 10
第二節 自我決定理論在體育課之應用 15
第三節 教師自主支持在體育課之應用 25
第四節 三向度自主支持量表 30
第參章 研究方法 34
第一節 研究架構 34
第二節 研究流程 35
第三節 研究對象 36
第四節 研究程序 36
第五節 研究步驟 37
第六節 研究工具 40
第七節 資料分析與處理 42
第肆章 結果與討論 44
第一節 階段一：專家效度 44
第二節 階段二：體育課三向度教師自主支持量表模型檢驗 45
第三節 階段三：多群組分析與效標關聯效度檢驗 51
第伍章 結論與建議 61
第一節 結論 61
第二節 建議 62
參考文獻 64
附錄一 體育課三向度教師自主支持量表中文、英文版題項 75
附錄二 中文版基本心理需求量表 (需求滿足構面) 77
附錄三 體育課學生責任量表 (努力構面) 78
附錄四 階段二之量表 79
附錄五 階段三之量表 81

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