目的：本研究依據 Csikszentmihalyi 所發展的流暢體驗模式，聚合效度、驗證性因素分析、流暢體驗聚合效度、驗證性因素分析、流暢體驗聚合效度、驗證性因素分析、流暢體驗聚合效度、驗證性因素分析、流暢體驗聚合效度、驗證性因素分析、流暢體驗建立出一套具有信度及效度 的「體育課流暢體驗量表」，此量表適合國內大專體育課參與者使用，並可評估國內大專體育課 參與者其流暢體驗程度。方法：本研究以配額抽樣法調查北、中、南共 9 所大專院校，每所學 校發放問卷 100 份，共計發出 900 份，有效問卷 824 份，採用結構方程模式的驗證式因素分 析，考驗量表假設性測量模式之整體適配度，並進一步考驗量表的聚合效度，量表信度則分析 內部一致性。結果：顯示本研究所建構出的體育課流暢體驗模式是一個具有九個因素的二階模 式，包含挑戰與技巧平衡、動作與知覺合一、清楚的目標、明確的回饋、全神貫注、掌控感、 自我意識喪失、時間感的改變、自成性的經驗等九個因素，量表具有良好之聚合效度及良好的 信度。結論：本量表是一個符合實證的測量工具，後續研究人員可運用本研究所建構之量表進 行相關研究。

Purpose: The purpose of this study was to edit a scale for flow experience in physical education of college students based on Csikszentmihalyi (1975, 1990) flow model. This study aimed to explore the validity, reliability and the goodness-of-fit of the measurement model. The scale is adaptive to domestic physical education participants and is capable to show the extent of their relevant flow experiences. Methods: Quota sampling was applied to investigate 9 colleges nationwide. A total of 900 questionnaires were distributed equally to 9 colleges, and each college received 100 copies, and final 824 samples were used. Afterwards, confirmatory factor analysis was used to testify the goodness-of-fit of the hypothesis measurement model. Results: Results showed the Physical Education Flow Experience Scale was a two-stage model with nine factors, which includes challenge-skill balance, action-awareness merging, clear goals, unambiguous feedback, concentration, sense of control, loss of self consciousness, transformation of time, and automatic experience. The convergent validity were also testified. Conclusion: As a result, this measurement tool is empirical and could be used for future related researches.

聚合效度;驗證性因素分析;流暢體驗

convergent validity; confirmatory factor analysis; flow experience