This study aimed to construct the Moral Behavior Scale of PE class for investigating the current situation of high school students in Macao. The Macao Moral Behavior Scale used in the current study was built by author, the content validity was determined through literature review, PE teacher interview, specialists’ comfirmation, and construct validity was determined through factor analysis as well. There are 8 subscales and 77 itmes in the scale with an overall Crobach Alpha coefficient (α) of the scale as 0.979. The 8 subscales with respectively Crobach Alpha coefficient are as following: Goal with 9 items and α as 0.927, Responsibility with 8 items and α as 0.918, Respect with 7 items andαas 0.908, Effort and Cooperation with 9 items and α as 0.955, Self-direction with 9 items and α as 0.950, caring with 10 items and α as 0.938, Leadership with 11 items and αas 0.965, and Value with 14 items and α as 0.961. Participants of the case study were selected by stratified sampling from 15 high schools of formal education (Senior 1 to 3) in Macao. There were 1269 participanted in this study with 1185 valid questionnaire recollected. Descriptive statisitics, independent sample T-test, ANOVA, and regression analysis was employed and the results are summarized as follow: 1. The moral behavior scale built in the current study included the below subscales: Goal, Responsibility, Respect, Effort and Cooperation, Self-direction, Caring, Leadership and Value. The scale were aproved with construct validity and reliability that suitable for analyzing the current condition of moral behaviors in Macao high schools PE class. 2. The mean score of Macao high school student moral behavior was 6.739 in medium level. The scores of subscales were ranking as following: Responsibility, Goal, Value, Respect, Caring, Effort and Cooperation, Leadership and Self-direction. 3. There are no significant difference among different school types, different high school grades and different major of studies in terms of the moral behavior scale. 4. Male students scored significantly higher in subscales of Goal, Effort and Cooperation, and Self-direction while female students scored higher in Caring. 5. Student athlete score higher in a very significant level in subscales Goal, Responsibility, Effort and Cooperation, Self-direction, Caring, and Leadership while Value in significant level in PE class moral behavior. 6. Students scored higher in Self-perceived Academic Performance (SAP) and students in high exercise participation have a higher score in moral behavior in PE class. 7. Self-perceived Academic Performance (SAP) and Exercise participation were found to be predictive to moral behavior scale in Macao high school students, with the explanatory of 13.9%.

本研究旨在建構澳門學生體育課德育行為量表，並透過此量表進一步探討澳門高中學 生體育課中德育水平及分析現況。本研究使用研究者編製的「澳門學生體育課德育行為量 表」為研究工具，量表經文獻探討、體育教師訪談和專家效度確認，具內容效度，同時透 過因素分析確定其建構效度，總量表信度α值為 0.979，其八個分量表之信度系數分別為： 目標（9 題）為 0.927、責任（8 題）為 0.918、尊重（7 題）為 0.908、參與和努力（9 題）為 0.955、自我導向（9）為 0.950、關懷（10 題）為 0.938、領導（11 題）為 0.965、 價值觀（14 題）為 0.961，共 77 題。現狀調查對象以 2014-2015 學年度就讀澳門正規教 育學校（高中一至高中三年級）的在學學生，採取分層比例抽樣的方式，分別從 15 所學 校中選取 1269 名高中生填答量表，有效問卷共回收 1185 份。以描述性統計、獨立樣本 t 檢驗、單因子變異數分析以及多元回歸分析進行統計分析，研究結果如下： (1) 本研究所發展澳門學生體育課德育行為包括：「目標」、「責任」、「尊重」、「參與和努 力」、「自我導向」、「關懷」、「領導」以及「價值觀」八個因素，經過統計學分析顯示 得知，本量表具有良好的結構效度與信度，適合用以分析澳門學生體育課德育行為狀 況。 (2) 澳門學生體育課德育量表之總平均得分為 6.739 分，屬中等水平。澳門學生體育課德 育量表中各分量得分高低依序為「責任」、「目標」、「價值觀」、「尊重」、「關懷」、「參 與和努力」、「領導」及「自我導向」。 (3) 是否就讀宗教學校、高中不同年級以及選修不同專科的學生在體育課德育行為量表整 體得分未有發現差異。 (4) 男生在「目標」、「參與和努力」和「自我導向」三個構面上顯著高於女生，而女生在 「關懷」構面上則顯著高於男生。 (5) 學校運動隊的學生在體育課中德育行為較佳，其中「目標」、「責任」、「參與和努力」、 「自我導向」、「關懷」、「領導」達非常顯著水平，「價值觀」達顯著水平。 (6) 自評學習成績和運動參與程度較高的學生在體育課中德育行為較佳。 (7) 「自評學業成績」及「運動參與程度」對澳門高中生在體育課德育行為整體得分具有預 iv 測力，其解釋力為 13.9%。