무용전공 대학생의 지각된 교수행동과 심리적 욕구만족 및 무용참여간의 관계:내 적 동기의 조절된 매개효과
The Moderating Effects of Need Satisfaction and Intrinsic Motivation in the Relationship between Teaching Behaviors and Engagement among University Dance Students
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The aim of this study was to test whether the mediation of the perception of teaching behaviors supporting dance students’needs for autonomy, com- petence, and relatedness into engagement in classes via psychological need satisfaction depends on the level of intrinsic motivation. A sample of 375 uni- versity dancers was analyzed by hierarchical regression procedures in terms of moderated mediation. For this, dancers’ perceptions of need-supportive teaching behaviors, basic need satisfaction, intrinsic motivation, and dance engagement were assessed. The results of hierarchical regression analysis in- dicated that university dancers’ satisfaction of basic psychological needs par- tially mediated the need-supportive teaching behaviors-dance engagement relationship. This indirect effect was conditional on the level of intrinsic moti- vation, insofar as psychological need satisfaction acted as a mediator of the need-supportive teaching behaviors-dance engagement relationship only for individuals with high level of intrinsic motivation. In conclusion, results sug- gest that university dance students’ perception of need-supportive teaching behaviors were associated with their psychological need satisfaction and in- trinsic motivation fostering engagement in a dance class.
Abstract
The aim of this study was to test whether the mediation of the perception of teaching behaviors supporting dance students’needs for autonomy, com- petence, and relatedness into engagement in classes via psychological need satisfaction depends on the level of intrinsic motivation. A sample of 375 uni- versity dancers was analyzed by hierarchical regression procedures in terms of moderated mediation. For this, dancers’ perceptions of need-supportive teaching behaviors, basic need satisfaction, intrinsic motivation, and dance engagement were assessed. The results of hierarchical regression analysis in- dicated that university dancers’ satisfaction of basic psychological needs par- tially mediated the need-supportive teaching behaviors-dance engagement relationship. This indirect effect was conditional on the level of intrinsic moti- vation, insofar as psychological need satisfaction acted as a mediator of the need-supportive teaching behaviors-dance engagement relationship only for individuals with high level of intrinsic motivation. In conclusion, results sug- gest that university dance students’ perception of need-supportive teaching behaviors were associated with their psychological need satisfaction and in- trinsic motivation fostering engagement in a dance class.
참고문헌 (50)
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