本硏究目的主要是根據態度社會化理論，調查家長和國中生子女課業和運動態度的關係。硏究方 法爲選擇中部地區某一國中，隨機抽樣15個班，採學生與家長配對方式，回收學生問卷474份，家長 問卷330份。結果顯示家長對於課業的重視程度，高於對於運動的重視程度。而學生對於課業的重視 程度，則不及運動態度。父母課業態度、運動參與態度、和運動觀賞態度，都和國中階段小孩的態度 有關。父母對於小孩在課業態度方面的影響程度，大於在運動態度方面的影響程度。針對「課業」的 態度，學生自我報告受到重要他人（父母、老師、同儕、媒體、社區、兄弟姊妹、其他）影響的排序， 影響最大的是父母；針對「從事運動」的觀感，學生受到同儕和兄弟姊妹影響最大；針對「觀賞運動」 的觀感，學生受到同儕和媒體影響最大。硏究結論爲父母和國中子女的課業態度社會化和運動態度社 會化有相關性，在課業態度社會化相關性較高，而運動態度社會化有雙向或反向由子女影響父母的情 況。課業態度和一般的運動態度情意構面有正向相關，然而若論及對於選手的觀感，惟恐排擠可以投 資於課業的資源，對選手的態度和學生硏讀時間、課業成績皆呈負相關。

Based on the theory of socialization, the study examined the relationships between parents’ sport and academic attitudes and their junior high school children’s attitudes. Data were collected in a junior high school in the middle of Taiwan. Random sampling was used to distribute questionnaires to students and their parents in 15 classes. In total, 474 questionnaires were collected from students and 330 were returned from students’ parents. The results showed that parents paid more emphasis on the academic performance than sport activities, whereas students emphasized more on sports than academic subjects. Parents’ attitudes toward academic performance, sports participation, and sports spectatorship were positively related to those of their junior high school children. Parents’ attitudes had a higher impact on their children’s attitudes toward academic performance than that on their children’s attitudes toward sports. Students self-reported that parents among other significant agents (teachers, peers, the media, communities, siblings) had the greatest impact on students’ attitudes toward academic performance while peers and siblings had the greatest impact on students’ attitudes toward sport participation and peers and the media had the greatest impact on students’ attitudes toward spectator sports. This study concluded that the parents’ attitudes were related to children’s socialization of academic and sport attitudes. Parents might have a higher impact on children’s academic attitudes than other agents, whereas there might exist reciprocal or reverse process of sport attitude socialization between parents and their junior high school children. In addition, academic attitudes were positively related to general affective sports attitudes. However, with respect to the attitude toward athletes, since athletic training would spend time and drain energy, the relationships between attitudes toward athletes and studying time and between the attitudes and academic scores were negative.