Chelladurai P, Kuga D J, O'Bryant C P
School of PAES, Ohio State University, USA.
Res Q Exerc Sport. 1999 Jun;70(2):179-89. doi: 10.1080/02701367.1999.10608035.
One hundred ninety-two undergraduate physical education students participated in this study of the influence of individual differences, group, and task factors on respondents' preferences for teaching or coaching. The individual difference factors were gender, managerial potential (Gough, 1984), and sex role attributes (Spence & Helmreich, 1986). The group and task differences were measured by a specially developed scale that was factor analyzed to yield six factors: job status, job significance, job variety and control, job identity, ease of discipline, ease of motivation. Subgroup analyses showed that men preferred more to coach than women did, and women preferred more to teach than men did. Men and women perceived greater job variety in coaching and greater control in teaching. The genders did not differ in managerial motivation or in any of the other perceived characteristics of the teaching and coaching roles. Finally, preference for teaching or coaching was influenced by gender, perceived ease of motivating students and athletes, and perceived job variety. These results were discussed in relation to existing literature, and future research directions are identified.
192名本科体育专业学生参与了这项关于个体差异、群体和任务因素对受访者教学或指导偏好影响的研究。个体差异因素包括性别、管理潜力（高夫，1984年）和性别角色属性（斯彭斯和赫尔姆赖希，1986年）。群体和任务差异通过一个专门编制的量表来衡量，该量表经过因素分析得出六个因素：工作地位、工作意义、工作多样性与控制权、工作认同、纪律执行难易程度、激励难易程度。子群体分析表明，男性比女性更倾向于指导，而女性比男性更倾向于教学。男性和女性认为指导工作的多样性更大，而教学工作的控制权更大。在管理动机或教学与指导角色的任何其他感知特征方面，两性没有差异。最后，教学或指导偏好受到性别、感知到的激励学生和运动员的难易程度以及感知到的工作多样性的影响。结合现有文献对这些结果进行了讨论，并确定了未来的研究方向。
