以Giddens 結構化理論觀點論學業優良大專學生運動員

Abstract

過往研究指出學生運動員最常遇到的問題便是如何同時兼顧學生以及運動員角色，要運用何種方法或策略來降低角色間的衝突，但同時也有許多學業成績優良之學生運動員存在，他們不利於學生運動員的結構制度壓迫之下，仍舊保持良好的學業成績以及競賽表現，在結構限制之下展現出了能動性。為瞭解這些學業成績優良之學生運動員校隊參與動機與理念闡述，所面臨之阻礙因素，這項研究以質性研究方法來探討個案如何利用其現有的資源來制定行動策略，以因應外在結構性制約力量，透過立意取樣選擇六位學業優良大專學生運動員，利用半結構式訪談法，並根據Giddens的結構化理論觀點，剖析學業成績優良學生運動員之成功實踐經驗。結果：1.本研究個案們參與校隊活動之動機以內在動機之成就動機為主，雖會受到外在重要他人的影響，但內在動機更是促使採取行動的主要因素。2.個案們對其學生身份及運動員身份的目標明確，且反對學生運動員的污名化標籤。重要他人以鼓勵的態度加強個案們的參與動機。3.個案們在結構下仍面臨著時間分配、費用及生涯發展等限制，但會因專項種類以及就讀科系的不同而有程度上的差異4.因擁有強烈的動機與自我認同，因此在結構限制下會想辦法行動，尋求所能運用之資源來突破結構限制。本研究結論：在結構下面臨限制之學生運動員，因擁有高度內在動機而促使學生運動員採取行動，且學生運動員在行動時能夠進行反思性的監控，有意識地轉移特定領域身分的中心地位，尋求相關資源發展出行動策略，同時重要他人是能夠給予學生運動員重要支持及模仿的角色。Past research noted the common challenge of student-athletes balancing academic and athletic roles, exploring strategies to alleviate conflicts. Despite structural constraints, some student-athletes excel academically, demonstrating agency within institutional limits. To probe into the motivations, beliefs, obstacles, and actions of these high-achieving individuals, a qualitative study selected six such college student-athletes through purposive sampling. Employing semi-structured interviews, the study analyzed their experiences using Giddens' structuration theory perspective.Results: 1.The motivation for participating in collegiate sports among the cases is primarily driven by intrinsic achievement motivation, although external significant others have an influence, intrinsic motivation remains the key factor prompting action. 2. They set clear goals as students and athletes, rejecting stereotypes about student-athletes. Positive support from significant individuals boosts their motivation in both roles. 3.Despite facing constraintsin time allocation and costs within the structure, the cases experience variations based on the type of sport and their academic majors. 4.Due to strong motivation and self-identity, the cases actively seek ways to overcome structural limitations, and the school provides ample resources for student-athletes. Conclusion: High motivation is vital for student-athletes, with significant others offering crucial support and modeling behavior. This facilitates reflective monitoring during action, allowing a conscious shift in the central focus of identity domains and minimizing role conflicts.