고등학생들의 무용 수준에 따른 정서조절 전략의 차이와 정서반응과의 관계

Abstract

ABSTRACT

Differences of High School Students' Emotional Regulation Strategy according to Dance Level and Its Relation to Emotion Response

Kim, Eun-Jeong Department of Dance Graduate School Chosun University

This study investigated the differences of dance students' emotion regulation strategies and emotional responses according to dance genre and dance careers in a dance class setting, and examined the relationships between emotion regulation strategies and emotional responses. The participants were 342 high school dance students. Data were analyzed through two-way MANOVA and correlations. The results of the study were as follows:

1. The levels of cognitive reappraisals and expressive suppression were no differences between ballet, Korean dance, and modern dance students. 2. The levels of cognitive reappraisals and expressive suppression were no differences between low and high career groups. 3. Students' positive and negative emotional responses were no differences between ballet, Korean dance, and modern dance students. 4. Students' positive and negative emotional responses were no differences between low and high career groups. 5. Ballet and modern dance students participating in dance over seven years experienced higher positive emotions than their counterparts, and students studying Korean dance more over seven years experiences higher negative emotions than others. 6. Students cognitive reappraisals are positively related to positive emotional responses, but expressive suppressions are negatively associated with negative emotional responses.

In conclusion, there were no differences between high school dance students' majors and careers in emotional regulation strategies and emotional responses in the dance classes. But it will be possible that ballet and modern dance students can experience higher positive emotion than Korean dance students. Also, the results of the study suggest that students' cognitive reappraisals strategies can enhance a positive emotion, whereas expressive suppression strategies will contribute to reducing a negative emotion.

Key words: dance education, emotional regulation, emotion, motivation, learning environments