중학생의 무용수업에 대한 기대가치, 내적 동기 및 과제 지속행동 간의 관계

Abstract

ABSTRACT

The Relationships between Middle School Students’ Expectancy-value, Intrinsic Motivation, and Task Persistence in Dance Classes

Kim, Su-Hee Advisor : Prof. Ji-hyoung Lim Ph.D. Major in Dance Education, Graduate School of Education, Chosun University

The major purpose of this study was to investigate whether middle school students’ perception of expectancy-value in expressive activity class as a one of learning domain of physical education have a direct effect on task persistence via intrinsic motivation. A sample of 434 male and female students responded a set of questionnaire measuring expectancy-value, intrinsic motivation, and task persistence. Data were conducted suing descriptive statistics, one-way MANOVA, and regression. Results showed that students’ level of expectancy-value, intrinsic motivation, and task persistence were partly different across gender, and their intrinsic motivation in expressive activity mediated the relationship between expectancy-value and task persistence. The major finding were as follows:

First, the perceptions of expectancy-value and intrinsic motivations are a predictor determining middle school students’ task persistence in expressive activity classes. Second, middle school students’ perceptions of expectancy-value in expressive activity classes influence on task persistence through their intrinsic motivation in expressive activity class.

These findings suggest that students’ intrinsic interest, importance, and utility on expressive activities are predictors to make them persist task activities required in classes. In conclusion, the results imply that providing various activities and planning effective instructional strategies are required in order that students can perceive intrinsic interest, importance, and utility of expressive activities.

Key words: dance education, expressive activity, expectancy-value, intrinsic motivation, task persistence