체육수업에서 학생들의 긍정적 정서는 숙련분위기, 기본심리욕구, 자율적 동기의 인과관계를 조절하는가?
Positive Emotion Moderates the Relationship among Mastery Climate, Basic Psychological Need, and Autonomous Motivation?
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초록
본 연구는 체육수업 상황에서 숙련분위기가 자율적 동기에 미치는 인과관계를 기본심리욕구가 어떻게 매개하며, 긍정적 정서가 이러한 매개적 과정을 어떻게 조절하는가를 조사했다. 체육수업에 참여하고 있는 433(남:222; 여: 211)명의 중학생들에 대상으로 수집된 자료들은 조건부 과정모델(conditional process model; Hays, 2013)을 통하여 분석됐다. 분석결과는 숙련분위기와 자율성 동기와의 관계에서 기본심리욕구의 매개효과와 긍정적 정서의 조절효과를 증명해 주었다. 전반적으로, 숙련분위기에서 기본심리욕구가 자율성 동기에 미치는 효과는 긍정적 정서가 높은 학생들에게 더욱 강하게 나타났다. 특히, 긍정적 정서는 기본심리욕구가 자율성 동기에 미치는 효과를 강화시켰다. 이 결과는 체육수업에서 학생들의 긍정적 정서가 자기결정적 동기화 과정에 역동적으로 영향을 미친다는 사실을 시사해 주고 있다.
Abstract
This study investigated whether basic psychological need mediated the relationship between mastery climate and autonomous motivation in physical education classes, and whether this mediating effect was moderated by positive emotion. A sample of 433 Korean middle-school students (222 boys, 211 girls; mean age=14.8) completed survey questionnaires. A conditional process model demonstrated the mediating effect of basic psychological need and the moderating effect of positive emotion between mastery climate and autonomous motivation. Mastery climate significantly enhanced autonomous motivation via basic psychological need when students had positive emotions in physical education classes. In particular, positive emotion strengthened the moderate effect between basic psychological need and autonomous motivation. These findings suggest positive emotion reciprocally and dynamically influences the self-determined motivational process of students in physical education contexts.
참고문헌 (27)
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