표현활동 수업에서 초등학생의 기대-가치 믿음과 자기효능감, 수업참여 의도와의 관계

Abstract

Abstract

The Relationships between Elementary School Students' Expectancy-Value Beliefs, Self-Efficacy, and Intention for Class Participation in Expressive Activity

Eun-Jung Jin Advisor : Prof. Joon-Hee Park, Ph. D Major in Dance Education, Graduate School of Education Chosun University

The main purpose of this study was to investigate the interactional effects of elementary school students' expectancy-value beliefs and self-efficacy on intention for class participation in expressive activity. Participants were 328 students (176 boys, 152 girls) from two elementary schools. These participants completed self-administrated questionnaires independently. Data were analyzed using one-way MANOVA and hierarchical regression analysis. Results of the study were as follows;

First, significant gender differences were found with more positive internal interest, importance, usefulness, and intention for expressive activity class held by girls. But there was no gender differences in expectancy-related beliefs and self-efficacy. Second, 4th and 5th grades reported a higher scores in internal interest, importance, usefulness, expectancy-related beliefs and self-efficacy, and intention for expressive activity class compared with 6th grades. Third, Internal interest, usefulness, and self-efficacy were positive predictors of elementary school students' intention for expressive activity classes. Fourth, significant interaction effects for usefulness and self- efficacy, and for expectancy-related beliefs and self-efficacy in intention for expressive activity classes emerged. Students with high self-efficacy showed more increased intention for class participation than those with low self-efficacy when perceived usefulness and expectancy-related beliefs.

The results suggest that teachers should help their students to perceive interest, usefulness, and importance in expressive activities. For this, teachers should try to create a positive learning environment and to develop adequate instructional strategies in order that their students can perceive cognitive and physical competence.

Key words: self-efficacy, expectancy-value beliefs, instruction, expressive activity, child development, dance education