본문 바로가기
KERD
논문KCI 등재

성취목표 수준에 따른 무용 능력믿음과내적동기 차이

The Differences of Dance Ability Beliefs and Intrinsic Motivation with the Level of Achievement Goals

이선화
한국예술교육학회 (Korean Association Of Arts Education(Kaae))|2010.04|예술교육연구 (Korean Journal of Arts Education)|제8권 제1호|pp. 95-109

0

조회

0

다운로드

16

인용

0

참고문헌

키워드

무용교육dance education내적동기intrinsic motivation능력의 자기이론self-theory of ability2×2 성취목표무용능력2×2 achievement goalsdance ability

초록

본 연구의 목적은 2×2 성취목표 관점을 이용하여 무용전공 고등학생들의 능력믿음에 대한 지각과내적동기 수준을 검증하는 것이다. 268명의 고등학생들(남학생 12명, 여학생 256명)이 2×2 무용성취목표, 무용능력믿음, 그리고 내적동기 검사지에 응답하였으며, 자료는 군집분석, 일원 다변량분석, 일원 분산분석을 통해 분석되었다. 군집분석의 결과 4개의 유의미한 성취목표 프로파일 집단이 확인되었다. 숙달접근-회피 집단(군집 1)은 다른 군집과 비교하여 무용능력이 학습과 노력에 의해 향상된다는 증가된믿음 수준이 높고, 4개의 목표성향이 모두 높은 집단(군집 4)이 다른 군집에 비해 무용능력이 재능과 안정적이라는 실재 믿음 수준이 더 높았다. 또한 내적동기의 유능감은 군집 사이에 유의한 차이는 없지만,다른 군집에 비해 성취목표가 낮은 집단(군집 3)은 무용에 대한 재미/노력 수준이 낮고 높은 성취목표집단(군집 4)은 무용시간에 긴장을 더 높게 지각하였다.

Abstract

The purpose of this study was to examine high school students' perception of dance ability belief and intrinsic motivation using a 2×2 achievement goal perspective. 268 high school students majoring dance (12boys, 256 girls) completed questionnaires assessing their achievement goals, ability belief, and intrinsic motivation. Data were analyzed using cluster analysis, one-way MANOVA, and one-way ANOVA. The results of a cluster analysis revealed four distinct clusters that differed significant in their achievement goals profiles. Compared with other groups, a group consisting of high scores on mastery approach and mastery avoidance achievement goals (cluster 1) was linked to the positive incremental belief that dance ability is enhanced through learning and effort, while a group with high achievement goals (cluster 4) was linked to most negative entity belief that dance ability is stable and talented. Although the level of competence was no difference between the groups, a group reflecting low achievement goals (cluster 3) was lower in the level of interesting and effort than other clusters. A high achievement goals group (cluster 4) perceived stronger tension in dance classes than others.

참고문헌 (46)

  1. 박중길, "능력믿음과 목표성향, 지각된 유능감 및 무용 내적동기간의 인과분석", 한국스포츠심리학회지, 20(1), pp.165~184 (2009), 한국스포츠심리학회
  2. 박중길, "2×2 성취목표 프로파일에 따른 무용 동기분위기 지각과 내적동기 및 수행만족: 군집분석", 한국체육학회지, 48(2), pp.379~391 (2009), 한국체육학회
  3. 엄성호, "교사의 지도행동에 따른 학생의 체육 내적동기", 한국스포츠심리학회지, 14(4), pp.17~36 (2003), 한국스포츠심리학회
  4. 이숙재, "무용전공 고등학생의 목표성향, 자기효능감 및 학습동기 관계 검증", 한국체육학회지, 47(6), pp.621~632 (2008), 한국체육학회
  5. 한미경, "무용 동기분위기 지각과 목표성향 및 자기조절학습과의 관계", 한국체육학회지, 48(3), pp.409~420 (2009), 한국체육학회
  6. Barkoukis, V, "Achievement goals in physical education:Examining the predictive ability of five different dimensions of motivational climate", European Physical Education Review, 13(3), pp.267~285 (2007)
  7. Biddle, S. J. H, "Predicting physical activity intentions using a goal perspectives approach: A study of Hungarian youth", Scandinavian Journal of Medicine Science and Sports, 9, pp.353~357 (1999)
  8. Biddle, S. J. H, "Motivation for physical activity in young people: Entity and incremental beliefs concerning athletic ability", Journal of Sports Science, 21, pp.973~989 (2003)
  9. Braten, I, "Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals", Contemporary Educational Psychology, 29, pp.371~388 (2004)
  10. Deci, E. L, "Facilitating optimal motivation and psychological well-being across life's domains", Canadian Psychology, 49(1), pp.14~23 (2008)
  11. Duda, J. L, "Measurement of goal perspectives in the physical domain in Advances in sport and exercise psychology measurement" (1998), Fitness Information Technology
  12. Dupeyrat, C, "Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck's model with returning to school adults", Contemporary Educational Psychology, 30, pp.43~59 (2005)
  13. Dweck,C.S, "Motivational processes affecting learning", American Psychologist, 41, pp.1040~1048 (1986)
  14. Dweck,C.S, "Self-theories: Their role in motivation, personality, and development" (1999), Taylor & Francis
  15. Dweck, C. S, "Implicit theories and their role in judgements and reactions: A world from two perspective", Psychological Inquiry, 6, pp.267~285 (1995)
  16. Elliot,A, "Approach and avoidance motivation and achievement goals", Educational Psychologists, 34, pp.169~189 (1999)
  17. Elliot,A, "A conceptual history of the achievement goal construct", pp.52~72 (2005), Guilford Press
  18. Elliot,A.J, "Integrating the classic and contemporary approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation in Advances in motivation and achievement", pp.143~179 (1997), JAI Press
  19. Elliot, A, "A 2×2 achievement goal framework", Journal of Personality and Social Psychology, 80, pp.501~519 (2001)
  20. Heyman, G. D, "Achievement goals and intrinsic motivation: Their relation and their role I adaptive motivation", Motivation and Emotion, 16, pp.231~247 (1992)
  21. Howell, A, "Implicit beliefs, achievement goals, and procrastination: A mediational analysis", Learning and Individual Differences, 19, pp.151~154 (2009)
  22. Lam, S, "Is effort praise motivational The role of beliefs in the effort- ability relation", Contemporary Educational Psychology, 33, pp.694~710 (2008)
  23. Lemyre, P, "Achievement goal orientations, perceived ability, and sportspersonship in youth soccer", Journal of Applied Psychology, 14, pp.120~136 (2002)
  24. Hermann, A. D, "The shape of self- evaluation:Implicit theories of intelligence and judgements of intellectual ability", Journal of Research in Personality, 37, pp.141~168 (2003)
  25. Levy, S. R, "Trait- versus process-focussed social judgement", Social Cognition, 16, pp.151~172 (1998)
  26. Lidor,R, "Developing meta-cognitive behaviour in physical education classes: The use of task-pertinent learning strategies", Physical Education and Sport Pedagogy, 9, pp.55~71 (2004)
  27. Malmberg, L, "Profiles of ability, effort, and difficulty: Relationships with worldviews, motivation and adjustment", Learning and Instruction, 17, pp.739~754 (2007)
  28. McAuley, E, "Psychometric properties of the intrinsic motivation inventory in a competitive sport setting: A confirmatory factor analysis", Research Quarterly for Exercise and Sport, 60, pp.48~58 (1989)
  29. McGregor, H. A, "Achievement goals as predictors of achievement-relevant processes prior to task engagement", Journal of Educational Psychology, 94, pp.381~395 (2002)
  30. Meece, J. L, "A pattern analysis of students' achievement goals", Journal of Educational Psychology, 85, pp.582~590 (1993)
  31. Miller, R. B, "Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability", Contemporary Educational Psychology, 21, pp.388~422 (1996)
  32. Nicholls,J.G, "Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance", Psychological Review, 91, pp.328~346 (1984)
  33. Nieminen, P, "Goal orientation and perceived purposes of dance among Finnish dance students: A pilot study", Research in Dance Education, 2(2), pp.175~193 (2001)
  34. Ommundsen,Y, "Self-handicapping strategies in physical education classes: The influence of implicit theories of the nature of ability and achievement goal orientations", Psychology of Sport and Exercise, 2, pp.139~156 (2001)
  35. Pastor, D. A, "A latent profile analysis of college students' achievement goal orientation", Contemporary Educational Psychology, 32, pp.8~47 (2007)
  36. Pintrich, P, "Motivation in education: Theory, research and applications" (2002), Prentice-Hall
  37. Roberts,G.C, "Understanding the dynamics of motivation in physical activity: The influence of achievement goals, personal agency beliefs, and the motivational climate in Advances in motivation in sport and exercise", pp.1~50 (2001), Human Kinetics
  38. Spray, C. M, "An experimental test of self-theories of ability in youth sport", Psychology of Sport and Exercise, 7, pp.255~267 (2006)
  39. Usher, E. L, "Sources of academic and self-regulatory efficacy beliefs of entering middle school students", Contemporary Educational Psychology, 31, pp.125~141 (2006)
  40. Wang, C. K. J, "Intrinsic motivation towards sports in Singaporean students: The role of sport ability beliefs", Journal of Health Psychology, 8, pp.515~523 (2003)
  41. Wang, C. K. J, "Sport ability beliefs, self-determination and beliefs about the purposes of physical education among Singaporean potential preservice teachers", Asian Journal of Exercise and Sport Science, 3, pp.25~34 (2007)
  42. Wang, C. K, "Students' attitudes and perceived purpose of physical education in Singapore: Perspectives from a 2×2 achievement goal framework", European Physical Education Review, 14(1), pp.51~70 (2008)
  43. Wolters, C. A, "The relation between goal orientation and students' motivational beliefs and self- regulated learning", Learning and Individual Differences, 8(3), pp.211~238 (1996)
  44. Xiang, P, "Conceptions of ability and achievement goals in physical education: Comparisons of American and Chinese students", Contemporary Educational Psychology, 26, pp.348~365 (2001)
  45. Zhang,L, "Field-dependence", independence: Cognitive style or perceptual ability?: Validating against thinking styles and academic achievement, 2004, pp.37, 1295~1311
  46. Zimmerman, B. J, "Self- regulated learning of a motor skill: The role of goal setting and monitoring", Journal of Applied Sport Psychology, 8, pp.69~84 (1996)

관련 논문AI추천

현대무용 전공대학생의 성취목표성향, 자기유능감 및 내적동기의 관계이화석대한무용학회 · 대한무용학회 논문집2012 · 제70권 제4호대학 무용수업에서 지각된 동기분위기, 3×2 성취목표 및 정서간의 구조적 관계장혜주한국예술교육학회 · 예술교육연구2019 · 제17권 제1호무용전공 대학생의 동기분위기 지각과 성취목표성향, 무용열정의 관계백민경한국무용연구학회 · 한국무용연구2011 · 제29권 제2호초등학생의 무용흥미 수준, 유능감과 내적동기의 관계: 군집분석김화례, 양숙이대한무용학회 · 대한무용학회 논문집2009 · 제61권 제61호무용수업에서 수행실패 걱정과 2×2 성취목표 및 자기핸디캡 전략의 구조적 관계김현경, 장정희한국예술교육학회 · 예술교육연구2010 · 제8권 제2호무용전공대학생의 성취목표, 자기관리, 공연자신감의 관계이화석대한무용학회 · 대한무용학회 논문집2013 · 제71권 제2호

이 간행물의 다른 논문 (5건)

중․고등학교 음악과 수업 평가 준거 개발민경훈pp. 1-19어린이들의 그림에 나타난 표제음악의 음악적 이미지 분석 연구오지향pp. 21-40가야금 산조의 ‘여음’ 에 관한 고찰과 교수적 적용하경미pp. 41-53시각문화의 발달에서 오는 문제점과 이의 해결 방법으로서의 미술교육 방안 연구이부연pp. 55-70한국 학교 미술교육의 사회문화적 맥락과 미술과 교육과정을 둘러싼 제도적 쟁점 고찰정옥희pp. 71-94
원문 보기