중학생의 무용수업 흥미와 수업참여도와의 관계 : 자기효능감의 매개효과

Abstract

The purpose of the study is to apply the general characteristics of the elective dance class for middle school students and the theory of interest as one of the learning theories to the middle school dance class and figure out their relationships with participation motivation, self-efficacy, self-esteem, and class participation and thereby provide basic data that can be used for improving the elective dance class for middle school students. The study took as its subjects the two of the middle schools in Gwangju Metropolitan City that operate dance class. The survey was conducted with those middle school students who voluntarily participated, and total 321 male or female students answered the questionnaire. The research subjects were analyzed by sex and grade year and their analysis showed differentiation with the grade years. The collected copies of the questionnaire were analyzed with SPSS21 and AMOS 21 according to the research purposes. As for the statistical analyses that were used to analyze the data, I performed One-way Multivariate Analysis of Variance to compare the different levels of the middle school students by their sex and grade-year, and performed the Pearson Product Moment Correlation (PPMC) to figure out the magnitude and directionality of the relationality among the interest in dance, self-efficacy, and class participation. And I performed hierarchical multiple regression analysis to test the mediating effect of self-efficacy in the relationship between interest in dance and class participation. Through the above research methods and procedures, I have come up with the following conclusions for this study. First, in the exploratory factor analysis and the reliability analysis on the interest in dance questionnaire about relevance, attention, satisfaction, and confidence, the questions on interest came up with the sequence of relevance → satisfaction → attention → confidence, thus registering a coefficient of great reliability. Second, as for the middle school students’ self-efficacy, those who said, “I performed better on assignment activities than other students”, registered greater confidence, self-efficacy, and sense of achievement about dance. Third, as for the students’ cognitive and emotional exertion in the in-class assignment activities, the study showed that those students who said, “I work hard to perform better in the requested assignment activities”, registered greater class participation. Finally, the study suggested that there was a strong positive relationship among the interest and self-efficacy that the middle school students felt in dance class, and class participation.