교사와 부모의 무용 자율성 지지, 기본욕구, 즐거움 및 수업참여 의도간의 인과모형 검증
Testing a Causal Model among Teacher and Parents' Autonomy Support, Basic Needs, Enjoyment, and Intention for Dance Classes
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초록
본 연구의 목적은 무용수업 맥락에서 초등학생들이 무용교사와 부모로부터 지각된 자율성 지지, 기본 심리적 욕구, 즐거움 및 수업참여 의도간의 인과적 관계를 검증하는 것이다. 본 연구에 316명의 4-6학년 초등학생들이 참여하였으며, 이들 중 남학생은 18명(5.7%)이며, 여학생은 298명(94.3%)이었다. 이들의 평균 나이는 10.99(±.81)세이고, 평균 무용학습 기간은 2.42(±1.54)년이었다. 연구목적을 위해 지각된 무용 자율성 검사지, 기본 심리적 욕구 검사지, 무용 즐거움 검사지, 그리고 수업참여 의도 검사지가 사용되었다. 자료는 기술통계, 주성분분석, 신뢰도 분석, 확인적 요인분석, 일원 분산분석, 일원 다변량분석, 상관분석, 그리고 구조방정식모형 분석을 통해 분석되었다. 결론적으로 무용교사와 부모들의 자율성 지지 수준은 초등학생들의 기본 심리적 욕구만족을 통해 긍정적인 정서경험을 가져오며 그로 인해 무용수업에 보다 적극적으로 참여하려는 의도를 촉진시킨다고 할 수 있다. 본 연구결과는 자기결정성 이론에 근거하여 초등학생들의 동기촉진과 관련하여 논의되었다.
Abstract
The purpose of this study was to examine the causal relationships among autonomy support perceived from teachers and parents, basic psychological needs, enjoyment, and intention for participation in elementary school dance classes. 316 elementary school students (boys 18, 298 girls) from grade 4 to grade 6 participated in the study. An average age of the students was 10.99(±.81) years old, and an average duration of learning was 2.42(±1.54) years. The students responded to a set of questionnaires measuring perceived autonomy support, basic psychological needs, dance enjoyment, and intention for class participation. Data were analyzed by descriptive statistics, principle factor analysis, reliability, confirmatory factor analysis, one-way ANOVA, one-way MANOVA, correlation, and structural equation modelling. Fourth, competence among three basic need satisfactions had positively a direct effect on the level of enjoyment in dance classes, but did not predicted intention for class participation via enjoyment indirectly. Autonomy and relatedness had positively a direct effect on intention for class participation, which, in turn, positively influenced to it via enjoyment indirectly. In conclusion, results of this study are suggested that teachers' and parents' autonomy support bring into positive emotions through elementary school students' basic need satisfactions and can facilitate the level of intention for class participation. The results of the study were discussed with students' motivation based on self-determination theory.
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