從計畫行為理論模式探討家長對於創造性舞蹈的行為研究

Explorations in the Parental Behavioral Intentions of Creative Dancing Based on the Theory of Planned Behavior Model

本研究採用計畫行為理論模式，針對小學家長施以問卷調查，試圖從三個構面：1、家長對於創造性舞蹈課程的認知態度，2、家長對於學校提供舞蹈課程之接受度或支持程度，3、家長支持小孩接受舞蹈教育的知覺行為控制做探討。本研究的目的在了解一般家長希望讓自己的小孩未來所能夠接受舞蹈課程的行為意圖是否具有顯著的預測力。本研究結果顯示：（一）舞蹈教育「健全身心靈因子」、「身體律動因子」、「具備正面及功能的因子」、「培養興趣、體察及重視身體律動觀念因子」及「人格涵養因子」等變數，對於「附加價值行為意圖因子」具有顯著的預測力。（二）「健全身心靈因子」、「能力增進因子」、「具備正面及功能的因子」及「人格涵養因子」等變數，對於「造就身心靈的行為意圖因子」具有顯著的預測力。（三）「納入正規教育因子」、「提昇藝術地位與扭轉時勢因子」、「拓展人際關係及教育價值因子」及「不分性別均可接受」等因子不具有顯著的預測力。

The Theory of Planned Behavior Model was employed in this study. Three aspects of the parental perspectives from the elementary school were investigated by distributing questionnaires. These issues are based on parental perspectives regarding the cognition attitude of the creative dancing courses, the degree of acceptance and support for dancing courses provided by schools, and cognitive behaviors of supporting children to accept dancing education. Significant prediction in terms of parental behavior intentions of expectation on the acceptance of children to take the dancing courses was examined. The result shows five significant factors in predicting intentions. These factors are (1) the supporting behavior factor of building up the physical and spiritual aspects in dancing education; (2) the cognitive and attitude factor of physical movements; (3) the visual dancing education coped with positive and functional factor; and (4) the acceptance behavior factor of being able to cultivate interests and experience in order to emphasize physical movements; (5) the cognitive attitude factor of personal characteristics. These variables are significant indications of physical, heart, and spiritual behavior intentions. On the other hand, the following variables cannot be considered as effective perdition factors: (1) the integration of creative dancing in the educational system; (2) raising the art position to influence the trend; (3) the acceptance behavior of broadening interpersonal relationship and educational value; and (4) the supporting behavior of acceptance regardless of genders.