기본욕구이론 관점에서 교수행동, 욕구만족-좌절, 동기조절 및무용수행 만족간의 관계 검증
A test of the Relationships between Teaching Behaviors, Need Satisfaction-Thwarting, Motivational Regulation, and Satisfaction with Dance Performance: Basic Needs Theory Perspective
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
The purposes of this study were to test whether the types of teaching behaviors had a direct andindirect effects on basic need satisfaction-thwarting and motivational regulations, and to investigate aninvariance across dance careers. 477 undergraduate students majoring in dance participated in the study,structural equation modeling and multi-group analysis were conducted. The results of the study were asfollows: (1) University students’ need satisfaction and autonomous motivation positively mediated therelationship between need- supportive teaching behavior and performance satisfaction. (2) Need-controlteaching behavior positively had the direct and indirect impact on performance satisfaction via needthwarting and controlled motivation. (3) Need-control teaching behavior negatively had the direct andindirect impact on performance satisfaction via need thwarting and a motivation. (4) The relationshipsamong the study variables were variant across dance careers. Findings suggested that dance facultiesshould facilitate the basic psychological needs for students’ performance satisfaction.
Abstract
The purposes of this study were to test whether the types of teaching behaviors had a direct andindirect effects on basic need satisfaction-thwarting and motivational regulations, and to investigate aninvariance across dance careers. 477 undergraduate students majoring in dance participated in the study,structural equation modeling and multi-group analysis were conducted. The results of the study were asfollows: (1) University students’ need satisfaction and autonomous motivation positively mediated therelationship between need- supportive teaching behavior and performance satisfaction. (2) Need-controlteaching behavior positively had the direct and indirect impact on performance satisfaction via needthwarting and controlled motivation. (3) Need-control teaching behavior negatively had the direct andindirect impact on performance satisfaction via need thwarting and a motivation. (4) The relationshipsamong the study variables were variant across dance careers. Findings suggested that dance facultiesshould facilitate the basic psychological needs for students’ performance satisfaction.
참고문헌 (55)
- Deci, E. L, "Handbook of Self-Determination Research" (2002), University of Rochester Press
- 강경모, "무용수업에서의 교수유형과 무용정서표현성 및 무용성취와의 관계", 무용예술학연구, 40(1), pp.1~17 (2013), 한국무용예술학회[DOI]
- 김미숙, "지각된 교수행동, 심리적 욕구만족: 좌절 및 무용수행 간의 구조적 관계", 예술교육연구, 14(3), pp.217~234 (2016), 한국예술교육학회
- 김승재, "체육수업에서 지각된 욕구통제, 욕구좌절 및 과제참여간의 관계", 한국스포츠심리학회지, 26(4), pp.1~15 (2015)
- 김한나, "지도자의 서번트리더십이 발레전공대학생의 무용정서표현성에 미치는 영향 -무용전념의 매개효과-", 무용예술학연구, 87(3), pp.45~63 (2022), 한국무용예술학회[DOI]
- 김화경, "무용 성취목표와 기본욕구 및 몰입 간의 구조모형 분석", 대한무용학회 논문집, 70(5), pp.39~56 (2012), 대한무용학회
- 남인수, "체육교사의 교수행동과 피드백이 중학생의 자기효능감 및 과제지속성에 미치는 영향", 학습자중심교과교육연구, 19(4), pp.513~530 (2019), 학습자중심교과교육학회[DOI]
- 박기현, "교수행동과 무용수행간의 관계에서 욕구만족: 좌절, 동기, 정서의 다중매개효과", 예술교육연구, 19(4), pp.263~280 (2021), 한국예술교육학회
- 이대원, "무용학과 대학생의 심리적 행복감 결정요인: 목표내용이론, 기본욕구이론과 유기체통합이론 관점", 대한무용학회 논문집, 79(3), pp.251~280 (2021), 대한무용학회[DOI]
- 유진, "체육수업 참여 동기화 과정에서 정서의 역할", 한국스포츠심리학회지, 25(2), pp.73~86 (2014), 한국스포츠심리학회[DOI]
- 이명희, "자기결정성이론에 근거한 한국형 기본 심리 욕구 척도 개발 및 타당화", 한국심리학회지: 사회및성격, 22(4), pp.157~174 (2008), 한국사회및성격심리학회[DOI]
- 전진아, "체육수업에서 지각된 교수행동이 중학생의 동기조절과 과제참여에 미치는 효과: 기본욕구이론 관점", 학습자중심교과교육연구, 22(16), pp.909~925 (2022), 학습자중심교과교육학회[DOI]
- 정명수, "체육수업에서 지각된 욕구통제와 욕구좌절, 과제참여와의 관계", 한국체육학회지, 55(1), pp.179~190 (2016), 한국체육학회
- 조영주, "스트릿 댄스 전공 대학생의 귀인성향이 성취동기에 미치는 영향", 무용예술학연구, 86(2), pp.61~76 (2022), 한국무용예술학회[DOI]
- 조윤라, "직업 발레무용수의 외모에 대한 사회문화적 태도, 수치심, 동기 및 수행만족간의 관계", 예술교육연구, 16(3), pp.87~101 (2018), 한국예술교육학회
- Adie, J. W, "Autonomy Support, Basic Need Satisfaction and the Optimal Functioning of Adult Male and Female Sport Participants: A Test of Basic Needs Theory", Motivation and Emotion, 32(3), pp.189~199 (2008)
- Aelterman, N, "Fostering aNeed-Supportive Teaching Style: Intervention Effects on Physical Education Teachers' Beliefs and Teaching Behaviors", Journal of Sport and Exercise Psychology, 36(6), pp.595~609 (2014)
- Assor, A, "Choice is Good, but Relevance is Excellent:Autonomy-Enhancing and Suppressing Teacher Behaviour Predicting Students' Engagement in Schoolwork", British Journal of Educational Psychology, 72, pp.261~278 (2002)
- Assor, A, "Directly Controlling Teacher Behaviors as Predictors of Poor Motivation and Engagement in Girls and Boys: The Role of Anger and Anxiety", Learning and Instruction, 15, pp.397~413 (2005)
- Bartholomew, K. J, "Self-Determination Theory and Diminish Functioning: The Role of Interpersonal Control and Psychological Need Thwarting", Personality and Social Psychology Bulletin, 37(11), pp.1459~1473 (2011)
- Castillo, I, "Controlling Coach Interpersonal Style, Basic Psychological Need Thwarting, and Burnout in Young Soccer Players", Cuadernos de Psicologia del Deporte, 17(1), pp.143~146 (2020)
- Chen, B, "Basic Psychological Need Satisfaction, Need Frustration, and Need Strength across Four Cultures", Motivation & Emotion, 39, pp.216~236 (2015)
- Chen, Y, "How Relatedness Need Satisfaction or Frustration and Motivation Relate to Well-Being on Social Networking Sites", The American Journal of Psychology, 134(2), pp.201~216 (2021)
- Costa, S, "Predicting the Brighter and Darker Sides of Interpersonal Relationships: Does Psychological Need Thwarting Matter?", Motivation &Emotion, 39(1), pp.11~24 (2015)
- Cox, A, "The Roles of Perceived Teacher Support, Motivational Climate, and Psychological Need Satisfaction in Students' Physical Education Motivation", Journal of Sport & Exercise Psychology, 30, pp.222~239 (2008)
- De Meyer, J, "Does Observed Controlling Teaching Behavior Relate to Students’Motivation in Physical Education?", Journal of Educational Psychology, 106(2), pp.541~554 (2014)
- Edmunds, J, "Testing a Self-Determination Theory- Based Teaching Style Intervention in the Exercise Domain", European Journal of Social Psychology, 38, pp.375~388 (2008)
- Goulimaris, D., "Relationships Between Basic Psychological Needs and Psychological Well-Being in Recreational Dance Activities", Journalof Physical Education & Sport, 14(2), pp.277~284 (2014)
- Guérin, E, "A Meta-Analysis of the Influence of Gender on Self-Determination Theory's Motivational Regulations for Physical Activity", Canadian Psychology, 53(4), pp.291~300 (2012)
- Haerens, L, "Observing Physical Education Teachers' Need- Supportive Interactions in Classroom Settings", Journal of Sport & Exercise Psychology, 35, pp.3~17 (2013)
- Haerens, L, "Do Perceived Autonomy-Supportive and Controlling Teaching Relate to Physical Education Students'Motivational Experiences though Unique Pathways? Distinguishing the Bright and Dark Side of Motivation", Psychology of Sport and Exercise, 16, pp.26~36 (2015)
- Hancox, J. E, "Teacher-Created Social Environment, Basic Psychological Needs, and Dancers' Affective States during Class: A Diary Study", Personality and Individual Differences, 115, pp.137~143 (2017)
- Hein, V, "The Effect of Teacher Behaviour on Students Motivation and Learning Outcomes: A Review", Acta Kinesioliae, 18, pp.9~19 (2012)
- How, Y. M, "The Effects of Choice on Autonomous Motivation, Perceived Autonomy Support, and Physical Activity Levels in High School Physical Education", Journal of Teaching in Physical Education, 32, pp.131~148 (2013)
- Kohake, K, "Need Support, Need Satisfaction and Types of Motivation in Physical Education for Children Aged 8 to 13: Development and Preliminary Validation of the German SMoPE-Instrument", Current Issues in Sport Science, 6, pp.36950~ (2021)[DOI]
- Koka, A, "The Effect of Age on Relationships between Perceived Teaching Behaviours, Basic Psychological Needs and Self-Determined Motivation in Physical Education", Acta Kinesiologiae, 15, pp.23~34 (2010)
- Lonsdale, C, "he Behavioral Regulation in Sport Questionnaire (BRSQ): Instrument Development and Initial Validity Evidence", Journal of Sport and Exercise Psychology, 30(3), pp.323~355 (2008)
- Lopes Angelo, D, "Basic Psychological-Need Satisfaction and Thwarting: A Study with Brazilian Professional Players of League of Legends", Sustainability, 14(3) (2022)[DOI]
- Mouratidis, A. A, "Vitality and Interest-Enjoyment as a Function of Class-to-Class Variation in Need- Supportive Teaching and Pupils'Autonomous Motivation", Journal of Educational Psychology, 103(2), pp.353~366 (2011)
- Ng, J. Y. Y, "Self-Determination Theory Applied to Health Contexts: A Meta-Analysis", Perspectives on Psychological Science, 7(4), pp.325~340 (2012)
- Opdenakker, M, "Need-Supportive and Need-Thwarting Teacher Behavior: Their Importance to Boys’and Girls’Academic Engagement and Procrastination Behavior", Frontiers in Psychology, 12 (2021)[DOI]
- Quested, E, "Antecedents of Burnout among Elite Dancers: A Longitudinal Test of Basic Needs Theory", Psychology of Sport and Exercise, 12(2), pp.159~167 (2011)
- Quested, E, "Daily Fluctuations in the Affective States of Dancers: A Cross-Situational Test of Basic Needs Theory", Psychology of Sport and Exercise Psychology, 14(4), pp.586~595 (2013)
- Riemer, H. A, "Development of the Athlete Satisfaction Questionnaire", Journal of Sport & Exercise Psychology, 20(2), pp.127~156 (1998)
- Ryan, R. M, "Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being", American Psychologist, 55(1), pp.68~78 (2000)
- Taylor, I. M, "Cultural Differences in the Relationships among Autonomy Support, Psychological Need Satisfaction, Subjective Vitality, and Effort in British and Chinese Physical Education", Journal of Sport & Exercise Psychology, 32, pp.655~673 (2010)
- Tessier, D, "The Effect of an Intervention to Improve Newly Qualified Teachers' Interpersonal Style, Students Motivation and Psychological Need Satisfaction in Sport-based Physical Education", Contemporary Educational Psychology, 35(4), pp.242~253 (2010)
- Van den Berghe, L, "Observed Need-Supportive and Need-Thwarting Teaching Behavior in Physical Education: Do Teachers’ Motivational Orientations Matter?", Psychology of Sport and Exercise, 14, pp.650~661 (2013)
- Vansteenkiste, M, "On Psychological Growth and Vulnerability: Basic Psychological Need Satisfaction and Need Frustration as a Unifying Principle", Journal of Psychotherapy Integration, 23(3), pp.263~280 (2013)
- Vansteenkiste, M, "Basic Psychological Need Theory:Advancements, Critical themes, and Future Directions", Motivation & Emotion, 44, pp.1~31 (2020)
- Vansteenkiste, M, "Identifying Configurations of Perceived Autonomy Support and Structure : Associations with Self-Regulated Learning, Motivation and Problem Behavior", Learning and Instruction, 22, pp.431~439 (2012)
- Viira, R, "Gender Effect on Perceived Need Support from the Teacher and Peers in Physical Education", Acta Kinesiologiae Universitatis Tartuensis, 15, pp.101~108 (2010)
- Warburton, V. E, "Need Satisfaction and Need Frustration as Distinct and Potentially Co-Occurring Constructs: Need Profiles Examined in Physical Education and Sport", Motivation and Emotion, 44, pp.54~66 (2020)
- Zhang, T, "Need Support, Need Satisfaction, Intrinsic Motivation, and Physical Activity Participation among Middle School Students", Journal of Teaching in Physical Education, 30, pp.51~68 (2011)
- Zhou, L, "Effects of Perceived Teacher Support on Motivation and Engagement amongst Chinese College Students: Need Satisfaction as the Mediator", Frontiers in Psychology, 13, pp.949495~ (2022)[DOI]
