본문 바로가기
KERD
논문KCI 등재

지각된 교수행동, 심리적 욕구만족: 좌절 및 무용수행 간의 구조적 관계

A Structural Relationship between Perceived Teaching Behaviors, Psychological Needs Satisfaction-Thwarting, and Dance Performance

0

조회

0

다운로드

9

인용

0

참고문헌

키워드

초록

이 연구는 무용시간에 지각된 교수행동과 무용수행간의 관계에서 학생들의 심리적 욕구만족과 좌절, 그리고 행동조절의 다중 매개효과를 검증하였다. 연구대상은 무용전공 대학생 663명(남학생 64명, 여학생 599명)이며, 지각된 교수행동, 욕구만족, 욕구좌절 및 행동조절 질문지에 응답하였다. 자료는 확인적 요인분석, 구조방정식모형 분석 및 다집단 구조방정식모형 분석을 통해 처리되었다. 구조방정식모형 분석의 결과 지각된 통제적 교수행동이 심리적 욕구좌절과 통제된 행동조절을 통해 무용수행에 간접효과만을 주지만, 대학생의 심리적 욕구만족과 좌절 및 자율적-통제적 행동조절은 지각된 교수행동과 무용수행간의 관계를 부분 또는 완전 매개의 역할을 한다. 다집단 분석의 결과 지각된 교수행동이 심리적 욕구만족과 좌절, 자율적-통제된 행동조절을 통해 무용수행에 미치는 영향력은 대학생의 무용경력 수준에 따라 차이가 있다. 본 결과는 무용교사가 대학생들의 자율성을 지지할 때 이들의 심리적 욕구만족과 자율적 행동조절이 촉진되어 학습에 적극 참여한다는 것을 시사한다.

Abstract

This study investigated a multiple mediation effect of students’psychological needs satisfactions- thwarting and behavioral regulations in the relationship between the perceptions of teaching behaviors and performance in a dance setting. Participants were 663 university dance students (64 males, 599 females) and completed a set of questionnaires measuring perceived teaching behaviors, needs satisfaction-thwarting, and behavioral regulations. For data, confirmatory factor analysis (CFA), structural equation modeling (SEM), and multi-group analysis were conducted. The results of SEM indicated that teachers’controlling behaviors had an indirect effect on students’performance through psychological needs thwarting and controlled regulation, but students’psychological needs satisfactions, needs thwarting, and autonomous-controlled behavioral regulations fully or partially mediated the relationship between perceived teaching behaviors and dance performance. Multi-group analyses revealed that the effects of perceived teaching behaviors on students’performance via psychological needs satisfactions, needs thwarting, and autonomous-controlled regulations were variant according to the level of dance careers. These findings suggest that teaching behaviors supporting students’autonomy in dance classes are very crucial in order to enhance their psychological needs satisfactions and autonomous regulations.

참고문헌 (40)

  1. 김화경, "무용 성취목표와 기본욕구 및 몰입 간의 구조모형 분석", 대한무용학회 논문집, 70(5), pp.39~56 (2012), 대한무용학회
  2. 도태희, "체육수업 상황에서 자결성 이론의 적용: 기본욕구와 내적동기의 매개효과", 한국스포츠심리학회지, 26(3), pp.55~68 (2015), 한국스포츠심리학회[DOI]
  3. 박중길, "지각된 코칭행동, 자율적-통제적 행동조절 및 정서의 인과구조:자기결정성 이론 관점", 한국체육학회지, 52(5), pp.263~277 (2013), 한국체육학회
  4. 서차영, "무용수업에서 인지평가, 정서, 대처 및 수행간의 관계", 한국체육학회지, 53(3), pp.593~609 (2014), 한국체육학회
  5. 손재현, "직업 무용수의 지각된 자율성 지지와 기본 심리욕구 및 몰입행동간의 구조적 관계", 한국체육학회지, 49(6), pp.525~536 (2010), 한국체육학회
  6. 송용관, "체육수업 동기유형에 대한 지각된 인과소재척도의 타당화 검증", 한국스포츠교육학회지, 21(2), pp.83~103 (2014), 한국스포츠교육학회
  7. 양정수, "교사와 부모의 무용 자율성 지지, 기본욕구, 즐거움 및 수업참여 의도간의 인과모형 검증", 예술교육연구, 9(1), pp.183~202 (2011), 한국예술교육학회
  8. 오유진, "교사-동료의 자율성 지지와 무용 내적동기와의 관계에서 기본 심리적 욕구의 매개효과", 한국스포츠심리학회지, 23(2), pp.87~101 (2012), 한국스포츠심리학회[DOI]
  9. 이선애, "대학과 전문 무용수들의 자기결정적 동기화 과정 분석", 대한무용학회 논문집, 64(64), pp.135~152 (2010), 대한무용학회
  10. 이화석, "현대무용전공 예술중고생들의 기본심리욕구, 즐거움 및 학교생활만족의 관계", 대한무용학회 논문집, 74(2), pp.161~180 (2016), 대한무용학회
  11. 정명수, "체육수업에서 지각된 욕구통제와 욕구좌절, 과제참여와의 관계", 한국체육학회지, 55(1), pp.179~190 (2016), 한국체육학회
  12. Aelterman, N., "Students' objectively measured physical activity levels and engagement as a function of betweenclass and between-student differences in motivation toward physical education", Journal of Sport & Exercise Psychology, 34, pp.457~480 (2012)
  13. Amorose, A. J., "Autonomy-supportive coaching and self- determined motivation in high school and college athletes", Psychology of Sport and Exercise, 8, pp.654~670 (2007)
  14. Assor, A., "Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork", British Journal of Educational Psychology, 72, pp.261~278 (2002)
  15. Assor, A., "Directly controlling teacher behavior 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)
  16. Bartholomew, K. J., "Self-determination theory and diminished functioning: The role of interpersonal control and psychological need thwarting", Personality and Social Psychology Bulletin, 37, pp.1459~1473 (2010)
  17. Deci, E. L., "Intrinsic motivation and self-determination in human behavior" (1985), Plenum Press
  18. Deci, E. L., "Need satisfaction and the self- regulation of learning", Learning and Individual Difference, 8, pp.165~183 (1996)
  19. Deci, E. L., "The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior", Psychological Inquiry, 11, pp.227~268 (2000)
  20. Goudas, M., "Perceived locus of causality, goal orientations, and perceived competence in school physical education classes", British Journal of Educational Psychology, 64, pp.453~463 (1994)
  21. Guan, J., "Achievement goals, social goals, and students' reported persistence and effort in high school physical education", Journal of Teaching in Physical Education, 25, pp.58~74 (2006)
  22. Gunnell, K. E., "Psychological need satisfaction and thwarting: A test of basic psychological needs theory in physical activity contexts", Psychology of Sport & Exercise, 14(5), pp.599~607 (2013)
  23. 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)
  24. Jennie E. Hancox, "Teacher-created social environment, basic psychological needs, and dancers' affective states during class: A diary study", Personality and Individual Differences (2016), Elsevier BV[DOI]
  25. Hodge, K., "Prosocial and antisocial behavior in sport: The role of coaching style, autonomous vs. controlled motivation, and moral disengagement", Journal of Sport and Exercise Psychology, 33, pp.527~547 (2011)
  26. Koka, A., "The effect of age on relationships between perceived teaching behaviors, basic psychological needs and self-determined motivation in physical education", Acta Kinesiologiae Universitatis Tartuensis, 15, pp.23~34 (2010)
  27. Koka, A., "Perceived teaching behavior and self-determined motivation in physical education: A test of self-determination theory", Research Quarterly of Exercise and Sport, 81, pp.74~86 (2010)
  28. Ntoumanis, A., "A prospective study of participation in optional school physical education using a self-determination theory framework", Journal of Educational Psychology, 97, pp.444~453 (2005)
  29. Quested, E., "Perceptions of the motivational climate, need satisfaction, and indices of well- and ill-being among hip hop dancers", Journal of Dance Medicine & Science, 13(1), pp.10~19 (2009)
  30. 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)
  31. Quested, E., "Basic psychological need satisfaction, stress-related appraisals, and dancers' cortisol and anxiety responses", Journal of Sport & Exercise Psychology, 33(6), pp.828~846 (2011)
  32. Quested, E., "Daily fluctuations in the affective states of dancers: A cross-situational test of basic needs theory", Psychology of Sport and Exercise, 14, pp.586~595 (2013)
  33. Radel, R., "Restoration processes after need thwarting: When autonomy depends on competence", Motivation and Emotion, 37, pp.234~244 (2013)
  34. Reeve, J., "Why teachers adopt a controlling motivating style toward students how they can become more autonomy-supportive", Educational Psychologist, 44, pp.159~175 (2009)
  35. Soenens, B., "A theoretical upgrade of the concept of parental psychological control:Proposing new insights on the basis of self-determination theory", Developmental Review, 30, pp.74~79 (2010)
  36. Standage, M., "Students' motivational processes and their relationship to teacher ratings in school physical education: A test of self- determination approach", Research Quarterly for Exercise and Sport, 77, pp.100~110 (2005)
  37. 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)
  38. Urhahne, D., "Teacher behaviors as a mediator of the relationship between teacher judgement and students’ motivation and emotion", Teaching and Teacher Education, 45, pp.73~82 (2015)
  39. 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)
  40. 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)

관련 논문AI추천

이 간행물의 다른 논문 (15건)