무용수 자기조절 프로파일
Profile of the Dancer Self-Regulation
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참고문헌
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초록
The purpose of this study is to develop a Dance Self-Regulation Test (DSRT) by which dancers assess their own self-regulation based on the literatures and theoretical model of previous studies (Yoo & Han, 2007). The test consists of three stages (Plan, Action, and Reaction) with the sub-factors in each stage. First of all, we formulated Dancer Self-Regulation Test-Plan (DSRT-P) with 60 items, Dancer Self-Regulation Test-Action (DSRT-A) with 84 items, and Dancer Self-Regulation Test-Reaction (DSRT-R) with 48 items. Then, among them, we selected 50 items in DSRT-P, 70 items in DSRT-A, and 40 items in DSRT-R through the validations of content and face validity. As a result of item analysis and exploratory factor analysis with 1017 dancers, the DSRT that was obtained in the final stage showed good factor loading and stable reliability. We selected 13 factors and 52 items in total. That is, 20 items with 5 factors for DSRT-P (problem recognition, task orientation, goal setting, giving self-confidence, and placing value); 24 items with 6 factors for DSRT-A (help seeking, eating control, time management, music comprehension, practice volition, and injury management), and 8 items with 2 factors for DSRT-R (recognition evaluation and emotion control) were selected. Also, a confirmatory factor analysis was conducted with 742 dances in order to analyze the DSRT simulation model. As a result, the first-order factor model and the second-order factor model showed a good aptitude index on the whole. It presented the possibility that the self-regulation model may be understood in a two-dimensional concept as well as in a single dimensional concept. Such an approach with a hierarchical structure gave a more profound explanation than the approach that considers sub factors as a single factor. Furthermore, it suggested specific criteria for self-regulation according to diverse dance circumstances. As a result of profile validation with 765 dancers, it was found that university students and professional dancers did better job than high school students in problem recognition, task orientation, goal setting, giving self-confidence, music comprehension, injury management, recognition evaluation and emotion control. Although there was no significant difference statistically in placing value and seeking help the average score of professional dancers were higher than those of high school students and university students. It means highly-rated dancers did better job in self-regulation than those of low quality did. It also implies that as dancer career and quality increase, the dancers recognize the importance of self-regulation more highly in terms of daily life, practice, and emotional aspect. Such results were discussed in terms of dance characteristics, hierarchy, and psychological assessment of self-regulation and it presented the necessity for program development and further study such as a longitudinal study.
Abstract
The purpose of this study is to develop a Dance Self-Regulation Test (DSRT) by which dancers assess their own self-regulation based on the literatures and theoretical model of previous studies (Yoo & Han, 2007). The test consists of three stages (Plan, Action, and Reaction) with the sub-factors in each stage. First of all, we formulated Dancer Self-Regulation Test-Plan (DSRT-P) with 60 items, Dancer Self-Regulation Test-Action (DSRT-A) with 84 items, and Dancer Self-Regulation Test-Reaction (DSRT-R) with 48 items. Then, among them, we selected 50 items in DSRT-P, 70 items in DSRT-A, and 40 items in DSRT-R through the validations of content and face validity. As a result of item analysis and exploratory factor analysis with 1017 dancers, the DSRT that was obtained in the final stage showed good factor loading and stable reliability. We selected 13 factors and 52 items in total. That is, 20 items with 5 factors for DSRT-P (problem recognition, task orientation, goal setting, giving self-confidence, and placing value); 24 items with 6 factors for DSRT-A (help seeking, eating control, time management, music comprehension, practice volition, and injury management), and 8 items with 2 factors for DSRT-R (recognition evaluation and emotion control) were selected. Also, a confirmatory factor analysis was conducted with 742 dances in order to analyze the DSRT simulation model. As a result, the first-order factor model and the second-order factor model showed a good aptitude index on the whole. It presented the possibility that the self-regulation model may be understood in a two-dimensional concept as well as in a single dimensional concept. Such an approach with a hierarchical structure gave a more profound explanation than the approach that considers sub factors as a single factor. Furthermore, it suggested specific criteria for self-regulation according to diverse dance circumstances. As a result of profile validation with 765 dancers, it was found that university students and professional dancers did better job than high school students in problem recognition, task orientation, goal setting, giving self-confidence, music comprehension, injury management, recognition evaluation and emotion control. Although there was no significant difference statistically in placing value and seeking help the average score of professional dancers were higher than those of high school students and university students. It means highly-rated dancers did better job in self-regulation than those of low quality did. It also implies that as dancer career and quality increase, the dancers recognize the importance of self-regulation more highly in terms of daily life, practice, and emotional aspect. Such results were discussed in terms of dance characteristics, hierarchy, and psychological assessment of self-regulation and it presented the necessity for program development and further study such as a longitudinal study.
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