투기종목 생활체육 참여동기에 따른 운동만족, 학업성취, 학교생활 적응에 미치는 영향

Abstract

본 연구는 생활체육 참여동기가 운동만족, 학업성취, 학교생활적응에 미치는 영향을 규명하는 데에 그 목적이 있다. 측정대상은 태권도, 유도, 주짓수, 합기도, 복싱, 종합격투기를 수련하는 초등학생과 중학생으로 선정하였다. 조사도구는 설문지를 사용하였다. 설문내용은 일반적 특성, 참여동기, 운동만족, 학업성취도, 학교생활적응으로 구성되었다. 연구방법은 첫째, 빈도분석을 통해 연구대상자의 일반적 특성을 확인하였다. 둘째, 요인분석을 통해 구성타당도를 확인하고 신뢰도를 검증하였다. 셋째, 독립표본 t-test분석과 일원변량분석(one-way ANOVA)을 통해 각 변인들 간의 차이를 분석하였다. 넷째, scheffe를 통한 사후검증을 실시하였다. 다섯째, Pearson의 상관분석을 통한 중다회귀분석을 실시하여 분석하였다. 이상의 연구방법과 절차를 통하여 다음과 같은 결과를 얻었다.

첫째, 생활체육 참가자의 성별에 따른 학교생활적응의 하위요인인 학교행사에 차이가 있는 것으로 나타났다. 또한, 종목에 따라 학교생활적응의 하위요인인 학교행사에 차이가 있는 것으로 나타났으며, 주짓수와 복싱보다 합기도가 높은 결과를 보였다. 학년에 따라 학교생활적응의 하위요인인 학교행사에 차이가 있었으며, 4학년이 5, 6학년보다 높은 결과를 보였다. 둘째, 참여동기에 따라 운동만족의 하위요인인 일상적 만족, 운동만족, 외적 만족, 사회적 만족에 차이가 있는 것으로 나타났다. 셋째, 참여동기에 따라 학업성취도의 하위요인인 심리적 성취, 인지적 성취, 정의적 성취에 차이가 있는 것으로 나타났다. 넷째, 참여자의 운동만족에 따라 학업성취도의 하위요인인 심리적 성취, 인지적 성취, 정의적 성취에 차이가 있는 것으로 나타났다. 다섯째, 학교생활적응의 하위요인인 규칙준수에서 학업성취도에 차이가 있는 것으로 나타났다. 본 연구는 생활체육에 참여하는 초등학생과 중학생의 특성에 따른 참여동기, 운동만족, 학업성취도, 학교생활적응의 차이를 확인하고 각 요인 간의 관계를 규명하였다.|The purpose of this study is to confirm the effect of the motivation to participate in sport for all sports in the sporting event on exercise satisfaction, academic achievement, and school life adaptation. The measurement subjects were selected as elementary and middle school students who practice taekwondo, judo, jiu-jitsu, hapkido, boxing, and mixed martial arts. A questionnaire was used as a survey tool. The contents of the questionnaire consisted of general characteristics, participation motivation, sports satisfaction, academic achievement, and school life adaptation. The research method is as follows. First, the general characteristics of the subjects were confirmed through frequency analysis. Second, construct validity was confirmed through factor analysis and reliability was verified. Third, differences between each factor were analyzed through independent sample t-test and one-way ANOVA. Fourth, a post hoc test was conducted through scheffe. Fifth, it was analyzed by conducting multiple regression analysis through Pearson's correlation analysis. Through the above research methods and procedures, the following results were obtained. First, it was found that there was a difference in school events, a sub-factor of school life adjustment, for the gender differences of participants in sports for all competitions. In addition, it was found that there was a difference in the school event, which is a sub-factor of school life adaptation according to the sport, and Hapkido showed higher results than Jiu-Jitsu and Boxing. There was a difference in school events, a sub-factor of school life adjustment according to the grade, and the 4th grade showed higher results than the 5th and 6th graders. Second, it was found that there were differences in the sub-factors of exercise satisfaction, such as daily satisfaction, athlete satisfaction, external satisfaction, and social satisfaction, depending on the participant's motivation to participate. Third, it was found that there was a difference in psychological achievement, cognitive achievement, and affective achievement, which are the sub-factors of academic achievement, depending on the participant's motivation to participate. Fourth, it was found that there were differences in psychological achievement, cognitive achievement, and affective achievement, which are sub-factors of academic achievement, according to participants' exercise satisfaction. Fifth, there was a difference in the participants' academic achievement in compliance with rules, a sub-factor of school life adaptation. This study confirmed the differences in participation motivation, exercise satisfaction, academic achievement, and school life adaptation according to the characteristics of elementary and middle school students participating in sport for all sports, and identified the relationship between each factor.