대학 무용 전공자들의 전공유형별 무용학습 참여동기 차이
Differences in the Dance Learning Participation Motive of University Dance Majors According to Type of Major
0
조회
0
다운로드
7
인용
0
참고문헌
키워드
초록
This study aims to investigate and verify the difference in the dance majoring university students’ dance learning participation motive by types of major. The purpose of this study is to analyze the differences in the motive of participating in learning dance of dance major university students according to type of major. Accordingly, 104 students majors in Dance at S University in Seoul were selected as the sample group. Conclusions produced based on the research questions are as follows. First, dance theory researchparticipation type showed a significant difference in the dance learning participation motive by types of major. Second, credit acquisitionparticipation type showed a significant difference in the dance learning participation motive by types of major. Third, professor preferenceparticipation type showed a significant difference in the dance learning participation motive by types of major.
Abstract
This study aims to investigate and verify the difference in the dance majoring university students’ dance learning participation motive by types of major. The purpose of this study is to analyze the differences in the motive of participating in learning dance of dance major university students according to type of major. Accordingly, 104 students majors in Dance at S University in Seoul were selected as the sample group. Conclusions produced based on the research questions are as follows. First, dance theory researchparticipation type showed a significant difference in the dance learning participation motive by types of major. Second, credit acquisitionparticipation type showed a significant difference in the dance learning participation motive by types of major. Third, professor preferenceparticipation type showed a significant difference in the dance learning participation motive by types of major.
참고문헌 (23)
- 김광범, "무용 전공학생들의 참여동기 측정 도구 개발 및 참여동기요인 비교·분석", 박사, 무용학, pp.2007
- 문영철, "무용과 여대생의 학년 및 전공에 따른 학습동기와 학습태도 차이 검증", 한국스포츠심리학회지, 17(4), pp.229~243 (2006), 한국스포츠심리학회
- 양정현, "무용수업에서의 학습동기 영향요인에 관한 조사연구", 석사, 무용학, pp.2011
- 이지선, "무용동기의 탐색적 요인분석", 석사, 무용학, pp.2007
- 이래교, "무용 전공학생들의 무용 참여동기가 무용 중동성향에 미치는 영향", 석사, pp.2016
- 이숙재, "무용 학습동기 예측변인으로서 사고양식와 목표성향. 한국무용학회", 8(1) (2008), 한국무용학회
- 이화석, "현대무용 전공대학생의 성취목표성향, 자기유능감 및 내적동기의 관계", 대한무용학회 논문집, 70(4), pp.107~124 (2012), 대한무용학회
- 임효연, "사이버대학교 사회복지학 전공자들의 학습참여동기와 학업만족도", 한국콘텐츠학회 논문지, 14(10), pp.403~415 (2014), 한국콘텐츠학회[DOI]
- 신종철, "무용전공 고등학생의 목표성향, 자기효능감 및 학습동기의 관계 검증", 박사, 무용학, pp.2008
- 장윤정, "무용과 대학생의 학습동기, 학습태도, 진로자기효능감 및 진로준비행동의 인과모형 검증", 석사, 체육교육, pp.2007
- Deci, E. L., "Intrinsic motivation and self-determination in human behavior" (1985), Pleum
- Deci, E. L., "Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health", Canadlan Psychology, 49(3), pp.182~185 (2008)
- McClelland. D. C., "Power: The inner experience" (1975), lrvington
- McClelland. D. C., "The achievement motive" (1953), Appleton-Century-Crofts
- Bain, L., "A naturalistic study of students' response to an exercise class", Journal of Teaching in Physical Education, 5(1), pp.2~12 (1985)
- Caine, R. N., "Understanding a brain-based approach to leanimg and teaching", Educational Leadership (1990)
- Cone, C S, "Moving across the curriculum: An interdisciplinary approach to physical education and dance. Abstracts: EDA 1998 Convention N. Kingston, RI: Easten District Association of American Alliance for Health, Physical Education, Recreation and Dance", ~ (1998)
- Ryan, R. M., "Nature and autonomy: Organizational view of social and neurobiological aspects of self-regulation in behavior and development", Developmen and physical, 85, pp.571~581 (1997)
- W. S., "Achievement and motivation: A social-development perspective" (1990), Cambridge University Pres
- Griffin, P., "Boy's participation in middle team sport unit", Journal of Teaching in physical Education, 4(2), pp.30~38 (1985)
- Jackson, S, A,., "Developement and validation a scale to measure optimal experience: The Flow State Scals", Journal of spor t and Exercise Psychology, 18, pp.17~35 (1996)
- Keller, J., "When positive and negative expectancies disrupt performance: Regulatory focus as a catalyst", European Journal of Social Psychology, 38, pp.187~212 (2008)
- Wlodkowski, R, J., "Enhacing adult motivation to learn: A comperehensive guilde for teaching alladult" (1999), Jossey-Bass Publishers