무용전공 대학생의 인지적 정서조절과 수업만족의 관계

Abstract

ABSTRACT

The Relationship between Cognitive Emotion Regulation and Class Satisfactions among University Dance Students

Jung, You-Jin Advisor : Prof. Lim Ji-Hyung Major in Dance Education Graduate School of Education, Chosun University

The purpose of this study was to examine the differences of cognitive emotion regulation strategies among university dance students, and to analyze the relationships between students' cognitive emotion regulations and class satisfactions. Participants were 430 dance students (18 males, 412 females). Data were analyzed by two-way MANOVA and correlation analysis. The results of two-way MANOVA and correlation were as follows as: First, students with low dance career less than 7 years reported higher positive reappraisal strategy to find positive aspects or its meaning to stressful events when they participated in dance classes for two hours after school. Second, students with high dance career over 8 years reported higher catastrophizing to stressful events when they participated in dance classes over three hours after school. Third, students with high dance career over 8 years reported higher other-blame strategy to stressful events when they participated in dance classes over three hours after school. Forth, a functional regulation strategies (rumination, positive refocusing, putting into perspective, refocus on planning, and positive reappraisal) among students' cognitive emotion regulations were positively related with the factors of class satisfactions, but dysfunctional regulation strategies9self-blame, other-blame, catastrophizing) were negatively related with the factors of class satisfactions. In conclusion, these findings suggest that students' dancing careers and amount of practice after school can influence the levels of numerous cognitive emotion regulations. Especially, students' functional regulation strategies are the levels of their class satisfactions. Therefore, the results imply that learning knowledges and skills for utilizing effectively a functional emotion regulation be needed to dance students in order to get a higher sense of satisfaction in regular class and practices.

Key words: dance class, emotion, cognitive emotion regulation, class satisfaction, motivation