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무용수업에서 교사-학생 상호작용과 유능감 지각과의 관계에서 정서와 과제지속의 매개효과

The Mediating Effects of Emotions and Task Persistence in the Relationship between Dance Teacher-Student Interactions and Competence

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대한무용학회|2019.10|대한무용학회 논문집 (Dance Research Journal of Korea)|제77권 제5호|pp. 243-262|DOI 10.21317/ksd.77.5.14

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키워드

Middle School StudentsDance EducationEmotionsCompetence DevelopmentTask PersistenceTeacher-Student Interaction
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초록

The purpose of this study were to test the mediating effects of emo tions and task persistence in the relationship between teacher-student in teractions in dance classes. Subjects were 794 middle school students. Data were conducted using correlations, one-way MANOVA, structural equation modeling, and multi-group analysis. The results of structural equation modeling are as follows; First, dance teacher’s proximity perceived by students in classes had a positive impact on competence enhancement via positive emotional experience and task persistence. Second, dance teacher’s strict influence perceived by students in classes was directly inclined to evoke negative emotions and to de crease students’ perception of competence. Third, the effects of teach er-student interaction in dance classes on students’ competence via pos itive emotion and task persistence was invariant across gender. These findings were discussed in relation to implications of the study and direc tions for future research.

Abstract

The purpose of this study were to test the mediating effects of emo tions and task persistence in the relationship between teacher-student in teractions in dance classes. Subjects were 794 middle school students. Data were conducted using correlations, one-way MANOVA, structural equation modeling, and multi-group analysis. The results of structural equation modeling are as follows; First, dance teacher’s proximity perceived by students in classes had a positive impact on competence enhancement via positive emotional experience and task persistence. Second, dance teacher’s strict influence perceived by students in classes was directly inclined to evoke negative emotions and to de crease students’ perception of competence. Third, the effects of teach er-student interaction in dance classes on students’ competence via pos itive emotion and task persistence was invariant across gender. These findings were discussed in relation to implications of the study and direc tions for future research.

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