중학생의 힙합 특기ㆍ적성교육 활동이 학업성취 목표성향과 여가만족에 미치는 영향

Abstract

Speciality and aptitude education is designed to develop aptitude and creativity of students, improve educational effect through supplementary learning and maximize use of facilities and human resources while respecting their diversity. In that case, extra class outside schools will be absorbed into schools and expenses for private lessons can be curtailed. Hip-hap dance program which is highly recognized between adolescents provides psychological freedom and fun for them through physical development programs and opportunities to experience independent activities. To help students properly enjoy hip-hop culture, organized studies and directions on the culture of hip-hop should be developed. This study aims at identifying motivation of academic achievement and leisure satisfaction of secondary school students in hip-hop speciality and aptitude activities. For the purpose, it interviews 254 students who take hip-hop speciality and aptitude education from 8 secondary schools in G area using a questionnaire. The results of the study are presented as follows: 1. As a result of analysing the difference in academic achievement motivation according to participating characteristics of hip-hop education, motivation of the students who are willing to participate in hip-hop education is higher while that of those who are forced to participate in by parents is lower. And for the students who have participated in hip-hop contest or seen it before, motivation works positively. 2. This study finds that motivation of the hip-hop education has a positive influence on leisure satisfaction. The more students are motivated, the higher satisfaction they have, which indicates that the motivation of the education has an important effect on the achievement of the speciality and aptitude education. 3. The educational objectives of the hip-hop education are classified into effort-type propensity and competition-type and they are analysed. This study finds that effort-type propensity has a significant effect on leisure satisfaction while competition-type propensity is not related to leisure satisfaction. Therefore, when students are motivated, focusing on their effort, their satisfaction is higher. 4. As a result of analysing influential relations of 4 sub-leisure satisfaction factors, this study finds that effort-type propensity has a positive effect on all the variables of satisfaction. In respect to priority, effort-type propensity has the most significant effect on satisfaction through understanding, followed by satisfaction in physical energy, social exchanges, and facilities and places. Therefore, it is found that the hip-hop education has the most significant effect on satisfaction when students have effort-type propensity. The propensity of the specialty-aptitude education has a positive effect on satisfaction in social exchanges while no effect on other variables. Therefore, it is suggested that competition-type propensity makes no contribution to the achievement of the specialty-aptitude education.