방과후 무용수업에서 지각된 교수행동, 정서 및 수업관여도 간의 관계

Abstract

ABSTRACT The purpose of this study was to investigate the relationships between perceived teaching behaviors, emotions, and class engagement among middle and high school students, and also to test the levels of these variables across gender and grades. The results of three study hypotheses were as follows: First, There was no difference in negative emotions experienced during dance classes between middle and high school students, but high school students more perceived autonomy-supportive behaviors from dance teachers than that of middle school students. Second, middle school students experienced much more controlled and psychological pressure from dance teacher in dance classes than high school students. Third, there were no differences in perceived controlled teaching behaviors from dance teachers between male and female students, but males received autonomy support from dance teachers compared with females and was higher in positive emotions and class engagement. Fourth, dance teachers’ autonomy-support teaching behaviors facilitated students’ positive emotions, in which enhanced the level of class engagements. But controlled teaching behaviors increased students’ negative emotions and decreased the level of class engagement. Key words: perceived teaching behaviors, emotions, class engagement, dance class, dance education