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자기결정이론에 근거한 체육교사의 동기부여방식과 심리적 욕구 및 정서참여 간의 관계 검증

Teacher Motivating Style, Psychological Needs Satisfaction, and Emotional Engagement in Physical Education: A Self-Determination Theory Perspective

천승현
한국체육측정평가학회 (Korean Society For Measurement And Evaluation In Physical Education And Sports Science)|2012.08|한국체육측정평가학회지 (The Korean Journal of Measurement and Evaluation in Physical Education and Sports Science)|제14권 제2호|pp. 35-49|DOI 10.21797/ksme.2012.14.2.004

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self-determination theoryautonomy supportmotivating stylecontrolling style

초록

본 연구는 체육수업 학습 환경에서 교사가 제공하는 자율성지지 동기부여방식과 이와 상반된 개념인 통제적인 동기부여방식 간의 관계를 살펴보고, 두 유형의 동기부여방식과 심리적 욕구 및 정서참여 간의 구조적 관계를 검증하고자 하였다. 이에 체육수업에 참여하고 있는 중학생들(N=283)을 대상으로 두 변인 간의 상관분석을 실시하였으며, 두 변인 간에 부적상관이 있는 것을 확인하였다. 다음으로 각 두 유형의 동기부여방식(자율성지지 vs. 통제적 방식)과 종속변인 간의 상관분석을 실시한 결과, 자율성지지는 심리적 욕구인 자율성, 유능성, 관계성, 그리고 정서참여와 정적상관을 나타낸 반면, 통제적 방식은 세 심리적 욕구 그리고 정서참여와 부적상관을 나타냈다. 이를 토대로 이 이론이 제안하는 이론적 모형을 검증하고자 구조방정식모형(structural equation modeling; SEM)을 적용하여 구조관계를 검증하였다. 그 결과, 자율성지지는 세 욕구를 정적으로 영향을 미치는 반면, 통제적 방식은 자율성과 관계성 욕구에 부적으로 영향을 미쳤다. 심리적 욕구는 두 유형의 동기부여방식과 정서참여를 간에 관계를 잇는 매개역할을 하는 것으로 나타났다. 끝으로 두 유형의 동기부여방식에 대한 측정도구의 활용여부와 현장의 체육교사를 위한 자율성지지(vs. 통제적 방식)의 실제에 대한 논의와 제언이 이루어졌다.

Abstract

The aim of this study was to explore two types of motivating style (autonomy supportive vs. controlling) existed in the physical education context and was to ascertain the relationship among two motivating styles, three psychological needs for autonomy, competence, and relatedness, and emotional engagement in explicating the different role of physical education teacher's autonomy supportive style versus controlling style. With a sample of students(N=283) in Korean middle school physical education, structural equation modeling(SEM)-based analysis demonstrated that physical education teacher autonomy support was negatively correlated with their controlling style, in turn, teacher autonomy support positively predicted students' autonomy, relatedness, and competence respectively which was positively related to their emotional engagement, whereas teacher controlling style was negatively predicted students' need for autonomy and relatedness negatively associated with emotional engagement in students in their physical education class. The findings support the tenets of self-determination theory and are discussed in terms of physical education teacher practical application in motivating students in their physical education class.

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