초등학교 6학년 학생의 요가수련과 공격성의 관계
The Relationship Between Yoga Practice and Aggression in 6th Elementary School Students
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The purpose of this study was to present basic data for developing a yoga program by verifying the relationship between yoga practice and aggression for elementary school students. To achieve this goal, a survey was conducted on a total of 254 6th grade elementary school students located in Seoul, who either had experience in yoga training or had no experience in yoga training were studied with self-evaluation survey. Data processing was done after each response was encoded using SPSS version 12.0 for Windows to execute factor analysis, reliability analysis, frequency analysis, t-test, one-way ANOVA, and post hoc test, and significance level was chosen at 0.05. survey. Results obtained from this research are as follows. First, there was a significant difference between yoga and non-yoga groups in five factors (physical aggressiveness, irritability, hostility, passive aggressiveness, and negativity) among the factors of aggressiveness, and there was no significant difference between two groups in linguistic aggressiveness. Second, as a result of analyzing the difference in aggression according to the length of yoga practice, hostility and negativity showed significantly different results. Third, as a result of analyzing the difference in aggression according to the frequency of yoga practice, all factors except passive aggression showed low aggression scores, indicating that the higher the yoga training participation frequency, the more effective it is in reducing aggression. In conclusion, it can be said that elementary school students’ participation in yoga practice has a positive effect on aggression.
Abstract
The purpose of this study was to present basic data for developing a yoga program by verifying the relationship between yoga practice and aggression for elementary school students. To achieve this goal, a survey was conducted on a total of 254 6th grade elementary school students located in Seoul, who either had experience in yoga training or had no experience in yoga training were studied with self-evaluation survey. Data processing was done after each response was encoded using SPSS version 12.0 for Windows to execute factor analysis, reliability analysis, frequency analysis, t-test, one-way ANOVA, and post hoc test, and significance level was chosen at 0.05. survey. Results obtained from this research are as follows. First, there was a significant difference between yoga and non-yoga groups in five factors (physical aggressiveness, irritability, hostility, passive aggressiveness, and negativity) among the factors of aggressiveness, and there was no significant difference between two groups in linguistic aggressiveness. Second, as a result of analyzing the difference in aggression according to the length of yoga practice, hostility and negativity showed significantly different results. Third, as a result of analyzing the difference in aggression according to the frequency of yoga practice, all factors except passive aggression showed low aggression scores, indicating that the higher the yoga training participation frequency, the more effective it is in reducing aggression. In conclusion, it can be said that elementary school students’ participation in yoga practice has a positive effect on aggression.
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