부모의 교육적 지원, 무용흥미 및 수업지속행동 간의 관계

Abstract

The purpose of this study were to compare if middle school students’ perceived parental support, dance interest, and class persistence are different between male and female groups, and to explore the direct and indirect effect of parents’ academic support on class persistence through dance interest. Subjects were 302 middle school students (153 males, 149 females). Students answered to questionnaires measuring patents; support, dance interest, and persistence. Data were analyzed using confirmatory factor analysis, one-way MANOVA, and structural equational modeling. The results of the study were follows as:

First, there was no gender differences in parents’ educational and emotional support, the components of interest in dance such as relatedness, attention, satisfaction, and self-confidence, and class persistence. Second, there was no grade differences in parents’ educational and emotional support, the components of interest in dance such as relatedness, attention, satisfaction, and self-confidence, and class persistence. Third, middle school students’ perceptions of educational and emotional support from their parents influence on class persistence via dance interest. Dance interest partially mediated the relationship between parents’ support and class persistence.

In conclusion, these results showed that parents’ support, dance interest, and persistence in dance class were no differences across gender and grades. Also the results suggest that parents’ support and the elements of interest in dance were important predictors for making middle school students to put into efforts in dance class.

Key words : dance education, expectancy-values theory, ability belief, academic motivation