무용수업 참여 학생의 자아탄력성, 사회적 지지 및 심리적 안녕감과의 인과적 관계

Abstract

ABSTRACT

A Causal Relationship between Ego-Resilience, Social Support and Psychological Well-Being among Participants and non-Participant students in the dance Classes

Choi, Sung-Ae Advisor : Prof. Ji-hyoung Lim Major in Dance Education Graduate School of Education, Chosun University

The aim of this study was not only to compare the differences of ego-resilience between students with high experience and students with low experience in middle school expressive activity classes, but also to investigate the mediating role of social support from teacher and peers in the relationship between ego-resilience and psychological well-being. A total of 395 female students administrated a battery of questionnaires that assessed ego-resilience, social support, and psychological well-being. One-way MANOVA and structural equation modeling were conducted. The results of the study were as follows as:

First, female students engaging in expressive activity over two terms showed higher scores in positive thinking, problem-solving, intimacy-behavior, emotion-regulation, and autonomic-behavior than those who were not participated in or less experienced the activity. Second, female students' ego-resilience had a direct effect on teacher and peers' social support, which in turn influenced on psychological well-being.

These findings revealed that the students' learning experience of expressive activity facilitated the level of ego-resilience, and social support from teacher and peers partially mediated the association between ego-resilience and psychological well-being. These results indicate the positive social support may contribute to the students' psychological well-being, school adaptation, and self-efficacy. Limitations of the study are considered and implications of the results for further study are discussed.

Key words: expressive activity, dance education, ego-resilience, social support, psychological well-being