電子競技專班學生A型行為、課業壓力與偏差行為之研究

A Research on Core Competence Regarding Its Curriculum Concept and Curriculum Theory

本研究目的在瞭解國內電子競技專班學生之A型行為、課業壓力及偏差行為的現況，並驗證變項間之潛在關係。研究方法採問卷調查法，經結構方程模式分析後結果發現：（一）不同性別在A型行為及偏差行為上達顯著差異；不同年級在偏差行為上達顯著差異；參與校內電競運動代表隊與否及父、母親教育程度在各變項上不具顯著差異；（二）結構係數最高為「A型行為對課業壓力」：.84，其次為「課業壓力對偏差行為」：.34與「A型行為對偏差行為」：.13；（三）課業壓力在A型行為及偏差行為間具有完全中介效果。基此，建議國內教育單位強化落實電競班學生校園生活管理，課程擬訂安排上能以本位主義來完備學生學習成效，藉以降低課業壓力，消弭偏差行為的產生。

The main purpose of this study was to understand the latent relationships among type A behavior, academic pressure, and deviation behavior of e-sports students. Using the questionnaire and Structural Equation Modeling to analyze the data, the results revealed that: (1) There are significant differences between different genders in Type A behavior and deviant behavior, while in Type A behavior, female students feel more than male students, and in deviant behavior, male students feel higher than female students; different grades have a higher degree of deviant behavior Significant differences, among which the students in the third grade are higher than those in the first and second grades; there is no significant difference in each variable whether they participate in the intramural e-sports team or not; there were no significant differences in the educational attainment of parents and parents; (2) The highest structural coefficient was Type A behavior and academic pressure(.84), followed by classwork pressure and deviant behavior(.34) and Type A behavior and deviant behavior(.13). (3) schoolwork pressure demonstrated the fully mediating effect between type A behavior and deviation behavior. Based on the results, the researchers recommended that domestic educational institutions and school organizations should strengthen the implementation of campus life management for students in e-sports classes, and use egoism in curriculum planning to improve students' learning outcomes, so as to reduce academic pressure and eliminate deviations behavior.