중학교 무용수업에서 지각된 교수역량과 과제수행간의 관계에서 그릿(Grit)의 매개효과
The Mediation Effects of Grit in the Relationship between Teaching Competency and Task Performance in Middle School Dance Classes
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The purpose of this study was to test the mediation effects of grit in the relationship between middle school students’perceptions of teaching com- petency and task performance in dance classes. A total of 338 middle school students (187 males, 151 females) completed an questionnaire meas- uring teachers’teaching competency about curriculum and affective com- petency, grit, and task performance. Data were analyzed using descriptive statistics, confirmatory factor analysis, correlations, and structural equa- tion modeling to test the study hypotheses. Results of a series of structural equation modeling analysis showed middle school students’effort persis- tence positively mediated the relationship between perceived teaching com- petency and task performance. But middle school students’interest perse- verance did not mediated the relationship between perceived teaching com- petency and task performance. Perceived teaching competency had an in- direct impact to task performance through interest perseverance. These findings suggest that teachers’ teaching competency and effort persistence for learning activities are factors enhancing students’task performance during dance classes. Future research is needed to explore a moderated ef- fects of academic emotions and basic psychological needs in order to fully understand students’task performance and class engagement.
Abstract
The purpose of this study was to test the mediation effects of grit in the relationship between middle school students’perceptions of teaching com- petency and task performance in dance classes. A total of 338 middle school students (187 males, 151 females) completed an questionnaire meas- uring teachers’teaching competency about curriculum and affective com- petency, grit, and task performance. Data were analyzed using descriptive statistics, confirmatory factor analysis, correlations, and structural equa- tion modeling to test the study hypotheses. Results of a series of structural equation modeling analysis showed middle school students’effort persis- tence positively mediated the relationship between perceived teaching com- petency and task performance. But middle school students’interest perse- verance did not mediated the relationship between perceived teaching com- petency and task performance. Perceived teaching competency had an in- direct impact to task performance through interest perseverance. These findings suggest that teachers’ teaching competency and effort persistence for learning activities are factors enhancing students’task performance during dance classes. Future research is needed to explore a moderated ef- fects of academic emotions and basic psychological needs in order to fully understand students’task performance and class engagement.
참고문헌 (33)
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