비전공자의 무용인식이 수업태도, 관람만족 및 지속참여에 미치는 영향

Abstract

This paper intends to look into the influence on lesson attitude and watching satisfaction of dance recognition, targeting at general people, that is, non-majors who participate in dance lesson, and to analyze the influence on continuous participation etc. of direct participation and indirect participation. This paper attained the conclusion as follows. As for sex, performance recognition, psychological recognition, and lesson attitude recognition concerning on dance recognition had a significant difference in satisfaction, concentrativeness, and interest level, and so did they have a significant difference in continuous participation. As for the factors with significant difference, female non-majors had a higher difference than male non-majors. As for age, performance recognition, psychological recognition, and lesson attitude satisfaction concerning on dance recognition had a significant difference. As for all factors with significant difference, non-majors in their 20s had a high difference, and non-majors in their 10s had a low difference. As for frequency of watching, performance recognition, psychological recognition, and learning attitude satisfaction concerning on dance recognition had a significant difference, and so did watching satisfaction and continuous participation have difference. As for all factors which had significant difference, the more the watching frequency, the higher the difference was, and the less the watching frequency, the lower the difference was. As for learning participation frequency, physical recognition, performance recognition, social recognition, and psychological recognition concerning on dance recognition had a significant difference, and satisfaction, concentrativeness, and interest concerning on learning attitude had a significant difference. In addition, watching satisfaction and continuous participation had a significant difference. As for all factors with significant difference, the higher the lesson participation rate, the higher the difference, and the lower the lesson participation rate, the lower the difference was. As for family condition, performance recognition and psychological recognition concerning on dance recognition had a significant difference, and satisfaction, concentrativeness, and interest concerning on learning attitude had a significant difference, and so did watching satisfaction and continuous participation have a significant difference. As for all factors with significant difference, the higher the family condition, the lower the difference was. Second, as for the relationship between non-major's dance recoognition and learning attitude, the factors such as dance recognition and psychological recognition concerning on dance recognition had a positive influence on satisfaction, and the factors such as performance recognition, social performance, and psychological recognition concerning on dance recognition had a positive influence on concentrativeness. The factors such as performance recognition and psychological recognition concerning on dance recognition had a positively significant influence on interest. Generally, the factors such as performance recognition, psychological recognition had a positive influence on learning attitude. Third, as for the relationship between dance recognition and watching satisfaction of non-majors, the factors such as performance recognition social recognition, and psychological recognition had a positive influence on watching satisfaction. Fourth, as for the relationship between dance recognition and continuous participation of non-majors, performance recognition and psychological recognition concerning on dance recognition had a positive influence on continuous participation.