目的：探討體育系學生不同背景變項在學科、術科目標取向與學校適應的情形，以及體育系學生在學科、術科目標取向與學校適應的影響關係。方法：本研究採問卷調查法，以國立清華大學（南大校區）體育系學生為施測對象，共計166人（男=115，女=51），測量工具為「學科、術科目標取向量表」和「學校適應量表」。所得資料以描述性統計、皮爾森積差相關、獨立樣本t檢定、單因子變異數分析及階層迴歸，進行統計分析。結果：一、學科、術科目標取向的向度間有正向關聯。學科、術科目標取向與學校適應有正向關聯；二、年級對學科、術科目標取向與學校適應有差異影響。入學方式對目標取向中的學科表現取向有差異影響；三、目標取向中的學科表現取向與術科精熟取向能夠影響學校適應。結論：一、建議針對體育系學生來源的入學方式，相關教育單位可進一步研究探討；二、在學科上教師可多採用表現目標取向、術科多採用精熟目標取向，體育系學生會有較良好的學校適應。

Purpose: This study aims to investigate Physical Education (PE) students with different background variables have the relationship between goal orientation in both academic and sports and school adaptation. We further examined the influence on school adaptation of PE students with goal orientation in both academic and sports. Methods: A questionnaire survey was used in this study. A total of 166 students (male = 115, female = 51) were selected as subjects in the Department of Physical Education of National Tsing Hua University (NTHU Campus). We used "Academic and Sports Orientation Scale" and "School Adaptation Scale" as measurement tool. We analyzed descriptive statistics, Pearson product-moment correlation, independent samples t-test, ANOVA and hierarchical regression. Results: (1) There is a positive correlation between the dimension of goal orientation in both academic and sports. There is a positive correlation between goal orientation in both academic and sports and school adaptation. (2) Grades have different effect on goal orientation and school adaptation. School admissions have different effect on academic performance of goal orientation. (3) Academic performance and sports mastery of goal orientation have an impact on school adaptation. Conclusions: (1) It is recommended that education-related departments should have further discussion on the admission of PE students. (2) Teachers could use performance goal orientation more in academic subjects; using mastery goal orientation more in sports, which make PE students adapt themselves to school better.

王仲匡（2003）。大學新生依附關係與生活適應之相關研究（未出版之碩士論文）。國立暨南國際大學，南投縣。
王鍾和、李勤川、陽琪（1991）。適應與心理衛生。台北市：大洋出版。
王秀美、李長燦（2011，6 月）。五大人格特質量表中文版之信效度研究。論文發表於美和科技大學舉辦之「社會服務與休閒產業」研討會，屏東縣。
李惠娟（2005）。不同入學管道學生學習成就與學習滿意度之研究－以台灣師大體育系為例（未出版之碩士論文）。國立台灣師範大學，台北市。
李慶生（1994）。中國醫藥學院運動績優生的問題與建議。國民體育季刊，103，48-51。
李豐里（2000）。外國學生生活適應及其相關因素之調查研究（未出版之碩士論文）。國立台灣師範大學，台北市。
林啟超、謝智玲（2003）。大學生之目標取向、學習策略與學習成就之關係。大葉學報。2，123-134。
林進財（1992）。城郊地區國小高年級學生學校適應比較研究（未出版之碩士論文）。國立台灣師範大學，台北市。
何家齊（1998）。大學生的樂觀傾向、壓力因應方式與生活適應的相關研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
吳佩蒨（2002）。大學生早年家庭經驗、解釋風格與生活適應關系之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
吳柏姍（2004）。外籍配偶子女幼稚園學校適應之個案研究(未出版之碩士論文)。國立台北教育大學，台北市。
季力康（1994）。運動目標取向量表的建構效度-驗證性因素分析的應用。體育學報，18，299-309。
洪慧芸（2002）。大學生生涯成熟與生活適應之相關研究（未出版之碩士論文）。國立政治大學，台北市。
張宏亮（1995）。大學運動績優保送生之學校適應探討(上)。國民體育季刊，2，77-83。
張春興（1989）。張氏心理學辭典。台北市：東華書局。
張景琪（2001）。國小學童數學科學習信念、目標取向、學習策略與數學學業成就之相關研究（未出版之碩士論文）。國立花蓮教育大學，花蓮縣。
張雍琳（2000）。台灣師大新生適應問題及因應行為之研究（未出版之碩士論文）。國立台灣師範大學，台北市。
許明松（1997）。大學生的依附關係與其生活適應之研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
曾肇文（1996）。國小學童學校壓力、因應方式、社會支持與學校適應之相關研究（未出版之碩士論文）。國立新竹教育大學，新竹市。
莊明貞（1985）。國中學生學校生活素質與學校適應行為的關係（未出版之碩士論文）。國立台灣師範大學，台北市
莊翠玉（1996）。運動績優生就讀大專院校一般科系之學校適應情況研究（未出版之碩士論文）。國立體育學院，桃園市。
黃楗翔（2002）。運動績優生與一般生適應情形之比較研究（未出版之碩士論文）。國立台灣師範大學，台北市。
黃韞臻、林淑惠（2014）。「大一新生學校生活適應量表」之發展。測驗學刊，2，259-281。（TSSCI）
楊正誠（2002）。大學生網路成癮、社會支持與生活適應關係之研究（未出版之碩士論文）。東海大學，台中市。
陳郁齡（1998）。家庭功能與大學生個體化、生活適應之關係研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
錢豪君、高三福、黃芳進（2014）。體育系學生術科與學科之目標取向、自我效能與自我設限的交互作用。大專體育學刊，2，202-214。
錢豪君（2014）。體育系學生術科與學科之目標取向、自我效能與自我設限的交互作用（未出版之碩士論文）。國立新竹教育大學，新竹市。
蔡秀玲（1997）。大學男女生依附關係、個體化及生活適應之相關研究（未出版之碩士論文）。國立台灣師範大學，台北市。
蕭淑麗（2012）。彰化縣國中學生成就目標導向與學校生活適應之相關研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
鄭夙芬（1988）。國中復學學生之學校適應初探-此台北縣某國中八名留學生為例（未出版之碩士論文）。東吳大學，台北市。

Allen, S. F., & Stoltenberg, C. D. (1995). Psychological separation of older adolescents and young adults from their parents: an investigation of gender differences. Journal of Counseling & Development, 73, 542-546.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309.
Arkoff, A. (1968). Adjustment and mental health. New York：McGraw Hill.
Butler, R. (1988). Enhancing and undermining intrinsic motivation: the effects of task involving and ego Involving evaluation on interst and performance. British Journal of Education Psychology, 58, 1-14.
Christopher,J.C. (1992). The Role of Individualism in Psychological Well-being：Exploring The Interplay of Ideology,Culture, and Social Science. Unpublished doctoral dissertation, University of Texas at Austin.
Costa Jr, P. T., & McCrae, R. R. (1992). Four ways five factors are basic. Personality and individual differences, 13, 653-665.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
Dweck, C. S., & Sorich, L. (1999). Mastery-oriented thinking. Coping, 11, 232-251.
Elliot, E. S., & Dweck, C. S. (1988). Goals: an approach to motivation and personality. Psychological Review, 95, 256-273.
Elliot, A. J., & McGregor, H. A. (2001). A 2× 2 achievement goal framework. Journal of personality and social psychology, 80, 501-519.
Etzel, E. F. (Ed.). (2009). Counseling and psychological services for college student-athletes.Morgantown, WV: Fitness Information Technology, West Virginia University, 495 pages.
Ferrante, A. P., Etzel, E., & Lantz, C. (1996). Counseling college student-athletes: The problem, the need. Counseling college student-athletes: Issues and interventions, 2, 3-26.
Folkman, S., & Lazarus, R. S. (1984). Stress, appraisal, and coping (pp. 150-153). New York: Springer Publishing Company.
Gosling, S. D., Rentfrow, P. J., & Swann, W. B. (2003). A very brief measure of the Big-Five personality domains. Journal of Research in Personality, 37, 504-528.
Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141-184.
Lazarus, R. S. (1969). Patterns of adjustment and human effectiveness. New York：McGraw—Hill.
Ladd, G. W., & Burgess, K. B. (2001). Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment. Child development, 72, 1579-1601.
Leong,F.L. (1997). Coping styles as predictors of college adjustment among freshmen. Counseling Psychology Quarterly, 10, 211-221.
Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523
Gerdes, H., & Mallinckrodt, B. (1994). Emotional, social, and academic adjustment of college students: A longitudinal study of retention. Journal of Counseling & Development, 72, 281-288.
Nicholls, J. G. (1984). Achievement motivation: conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
Nolen, S. B. (1987). The Hows and Whys of Studying: The Relationship of Goals to Strategies. 1987 Annual meeting of the American educational research assoication, Washington, DC.
Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. Advances in motivation and achievement: Goals and self-regulatory processes, 7, 371-402. M. Masher and P. R. Pintrich Eds. JAI Press, Greenwich, CT.
Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary educational psychology, 25, 92-104.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of educational Psychology, 95, 667-686.
Schultheiss, D. E. P., & Blustein, D. L. (1994). Role of adolescent-parent relationships in college student development and adjustment. Journal of Counseling Psychology, 41, 248-255.
Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Boston: Allyn and Bacon.
Utman, C. H. (1997). Performance effects of motivational state: A meta-analysis. Personality and Social Psychology Review, 1, 170-182.
Urdan, T. (2004). Predictor of academic self-handicapping and achievement: Examining achievement goals, classroom goal structure, and culture. Journal of Educational Psychology, 96, 251-264.
Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structure and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236-250.