초등학교 방과 후 신체활동 참여자들이 지각한 교사열정과 내적동기 및 수업태도의 관계

Abstract

ABSTRACT

Relationship between teacher passion and internal motivation and class attitude that participants of physical activity after elementary school are late

Oh Hyo jeong Advisor : Prof. Hyun-Woo, Kim Ph.D. Physical Education, Graduate School of Education, Chosun University

The study was conducted to find out the relationship between teacher passion and intrinsic motivation and class attitude that was perceived by participants in physical activity after elementary school. The participants set elementary school students based in the city of G in 2019 as a population, and the selection was conducted through a survey of 251 students in 4-6 grades who participated in physical activities after school using Convenience sampling among non-probability sampling methods. The collected data were validated using the SPSS 22.0 static program to verify the utility of the collected data utilization factor analysis and reliability analysis modes, the results showed. First, the difference in teacher passion according to gender showed a significant difference in the harmonic passion, a significant difference in the positive emotion of the class attitude, and both metamorphoses showed that boys were highly perceived. Second, the difference between grade and grade differed in harmony passion, the substratum of teacher passion, and fourth and fifth grade students were higher than sixth grade. And while the fun and ability of introductory motivation are generally perceived to be higher in grades 5 and 4 than in grade 6, the tension of malfeasance was higher in grades 5 and 6 than in grade 4. The attitude of the classes was higher for the sixth, fifth and fourth graders, both in positive sentiment of the lower variables and active participation. Third, differences in the duration of participation showed that groups who participated for four to nine months were higher than those who participated for more than 10 months in the harmonic passion, while those who participated for four to nine months were higher than those who participated for less than three months. And there was a significant difference in the positive sentiments of the class attitude, which was higher in the order of more than 10 months, 4–9 months and less than 3 months. Fourth, judging by the difference between the number of participants in the state, the harmonic passion showed a higher score among those who participated at least once a week and three times a week than those who participated at least once a week. Fifth, the causal relationship between teacher passion and intrinsic motivation predicted that the higher the awareness of teacher passion, the higher the perception of the positive concept, the higher the sense of fun and ability, while the lower the tension And the higher the perception of obsessive-compulsive passion, the lower the level of ability and the higher the tension. Sixth, the high harmonization passion in the causative relationship between teacher passion and class attitude was identified as a variable that could promote positive emotion and active participation. Seventh, the higher the perception of fun and ability in the causal relationship between intrinsic motivation and class attitude, the higher the tension over physical activity, the more positive emotion and active participation was identified as a negative variable that could decrease. Based on the above conclusions, a follow-up study is proposed as follows. First, among the teachers' passion, harmonization passion was identified as an important variable that could lead to active participation by elementary school students. It will also have to seek relevant spokesmen for active participation of elementary school students and prove causality. Second, considering the characteristics of each type of physical activity after school, measures should be sought to develop programs suitable for the level of teaching and learning guidance methods and elementary school students, and to enhance teachers' capabilities. Third, it will be necessary to approach and verify from various perspectives in order to activate physical activity after school.

key words : teacher passion, intrinsic motivation, class attitude, elementary school|이 연구는 초등학교 시기의 신체활동에 대한 중요성 및 역할, 그리고 활성화를 위한 토대를 마련하기 위해 연구를 수행하게 되었고, 교사의 조화로운 열정이 매우 중요한 변수임을 확인하였다. 아울러, 초등학생들의 내적동기는 적극적인 수업참여에 긍정적인 역할을 담당하는 중요한 변수로 확인하였고, 이러한 결과를 다음과 같이 결론을 맺고자 한다.

1. 배경변인에 따른 차이 첫째, 성별에 따른 교사열정의 차이는 조화열정에서 유의한 차이를 보였고, 수업태도의 긍정정서에서 유의한 차이를 보였으며, 두 변인 모두 남학생들이 높게 지각하는 것으로 나타났다. 둘째, 학년에 따른 차이는 교사열정의 하위변인 조화열정에서 차이를 보였고, 6학년보다 4학년과 5학년 학생들이 높게 나타났다. 그리고 내적동기의 재미와 유능감은 대체로 6학년보다 5학년과 4학년의 순으로 낮은 학년일수록 높게 지각하는 반면, 부적개념의 긴장은 4학년보다 5학년과 6학년의 순으로 학년이 높을수록 높게 나타났다. 수업태도는 하위변수 긍정정서와 적극적 참여 모두 6학년, 5학년과 4학년 학년이 낮을수록 높게 나타났다. 셋째, 참여기간에 따른 차이에서는 조화열정에서 10개월 이상 참여한 집단보다 4-9개월 참여한 집단이 높게 나타났고, 내적동기의 긴장요인은 3개월 미만의 집단보다 4-9개월의 집단이 높게 나타났다. 그리고 수업태도의 긍정정서에서 유의한 차이를 보였는데, 10개월 이상, 4-9개월, 3개월 미만의 순으로 높게 나타났다. 넷째, 주 참여횟수에 따른 차이를 보면, 조화열정은 주 2회 참여한 집단보다 주 1회와 주 3회 이상 참여한 집단에서 높은 점수를 보였고, 강박열정은 주 1회 참여한 집단보다 주 3회 이상 참여한 집단이 높은 점수를 보였다.

2. 변인 간 인과관계 첫째, 교사열정과 내적동기의 인과관계에서는 교사열정의 조화열정을 높게 지각할수록 긍정적 개념인 재미와 유능감을 높게 지각하는 반면, 긴장은 낮게 지각하는 것을 예측하였다. 그리고 강박열정을 높게 지각할수록 낮은 유능감을 보이고, 긴장을 높일 수 있는 것으로 나타났다. 둘째, 교사열정과 수업태도의 인과관계에서 높은 조화열정은 긍정정서와 적극적 참여를 촉진시킬 수 있는 변수로 확인하였다. 셋째, 내적동기와 수업태도의 인과관계에서 재미와 유능감을 높게 지각할수록 긍정정서와 적극적 참여를 촉진시킬 수 있지만, 신체활동에 대한 긴장감이 높을수록 긍정정서와 적극적 참여가 감소할 수 있는 부정적 변수로 확인하였다.