중학생의 무용에 대한 능력믿음과 수업참여 간의 관계에서 가치지각의 매개효과

Abstract

The purpose of this study were to investigate the direct and indirect effects of perceived ability beliefs on class engagement via the perception of values in middle school dance settings. Subjects were 471 male and female middle school students (86 males, 385 females), and responded to a set of questionnaires measuring ability beliefs, expectancy-values, and engagement in dance class. Data were conducted via descriptive statistics, correlations, one-way MANOVA, and hierarchical regression. The results of this study were follows as;

First, male students showed a higher levels of ability beliefs, value perceptions, and engagement compared with female students. Second, There was no differences in the levels of ability beliefs, value perceptions, and engagement across grades. Third, middle school students’ ability beliefs of dance had a direct impact on engagement in dance classes, but also influenced to it via value perceptions. Students’ perceptions of values partially mediated the relationship between ability beliefs and class engagement.

These findings indicate that students’ beliefs of ability, value perceptions, and engagement in class were different across gender. Moreover, the results suggest that middle school students would try to participate in dance class if students’ expectancy and ability beliefs of dance class enhance their intrinsic interest, importance, and utility.

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