기관회원 [로그인]
소속기관에서 받은 아이디, 비밀번호를 입력해 주세요.
개인회원 [로그인]

비회원 구매시 입력하신 핸드폰번호를 입력해 주세요.
본인 인증 후 구매내역을 확인하실 수 있습니다.

회원가입
서지반출
초등예비교사의 체육에 대한 능력 믿음, 관계-추론 효능감과 자기효능감, 노력 및 운동수행과의 구조적 관계
[STEP1]서지반출 형식 선택
파일형식
@
서지도구
SNS
기타
[STEP2]서지반출 정보 선택
  • 제목
  • URL
돌아가기
확인
취소
  • 초등예비교사의 체육에 대한 능력 믿음, 관계-추론 효능감과 자기효능감, 노력 및 운동수행과의 구조적 관계
  • Structure Relationship Among Implicit Beliefs, Self-efficacy, Effort and Performance of Preliminary Elementary School Teachers
저자명
김인수
간행물명
한국초등체육학회지KCI
권/호정보
2014년|20권 1호(통권43호)|pp.61-72 (12 pages)
발행정보
한국초등체육학회|한국
파일정보
정기간행물|KOR|
PDF텍스트(0.36MB)
주제분야
교육학
서지반출

국문초록

이 연구의 목적은 초등예비교사인 교대3학년학생을 대상으로 체육수업에서 능력 믿음과 관계-추론 효능감과 자기 효능감, 노력, 운동수행 간에 구조적 관계를 인과분석으로 밝히는 것 이었다. 이러한 연구목적을 달성하기 위해 관계-추론 자기효능감, 고정믿음과 증가믿음을 외생변인으로 하고, 자기효능감과 노력, 운동수행을 내생변인으로 한 인과모델을 설정하였다. 이 연구의 대상자는 G 광역시에 거주하고 있는 G교육대학교 3학년 242(남:87, 여:155) 명으로 이들은 편의표집법(convenience sampling)에 의해 선정되어 얻은 자료를 분석한 결과 첫째, 성별 간에는 증가믿음, 자기효능감, 수행에서 남학생이 여학생에 비해 높은 것으로 나타났다. 둘째, 인과모델의 전반적 지수를 분석한 결과 대부분의 전반적 지수가(Q=2.84, GFI=.94, TLI=.93, CFI=.91, RNSEA=.05) 양호한 것으로 나타났다. 세부적 지수를 분석한 결과 관계-추론 자기효능감과 자기효능감 간 경로, 고정믿음과 자기효능감 간 경로, 증가믿 음과 자기효능감 간 경로, 증가믿음과 노력 간 경로, 관계-추론 자기효능감과 운동수행 간 경로, 관계-추론 자기효 능감과 운동수행 간 경로, 증가믿음과 운동수행 간 경로, 자기효능감과 운동수행 간 경로, 노력과 운동수행 간 경 로가 유의한 것으로 나타났다.

영문초록

The Purpose of this study is to define the structure relationships among implicit beliefs, self-efficacy, effort and performance of preliminary elementary school teachers. This study set up a causal relationship model which is composed of exogeneous variables as relation-inferred self-efficacy, entity beliefs and incremental beliefs and endogenous variables as self-efficacy, effort, and performance. The subjects are 242(Men: 87, Woman: 155) G national university of education students who live in G city now. This study used the relation-inferred self-efficacy(Jackson et al., 2012), implicit beliefs(Park and Kim, 2010), self-efficacy(Pintrich et al., 1971), effort sclale(Ryan, 1982) and performance which is evaluated as jump rope. By the using ttest, men show higher incremental beliefs, self-efficacy, and performance than those of women. By using the analysis general index, this causal model is proved because Q=2.84, GFI=.89, TLI=.87, CFI=.91, RNSEA=.10. In analysis details index, there are significant pathe of RISE ? self-efficacy, entity beliefs ? self-efficacy, incremental beliefs ? self-efficacy, incremental beliefs ? effort, RISE ? performance, incremental beliefs ? performance. self-efficacy ? performance, effort ? performance.

목차

I. 서론
II. 연구방법
III. 결과
IV. 논의
V. 결론
참고문헌

참고문헌 (37건)

  • 김경렬, 김성규, 박명국(2012). 방과 후 체육 참여자의 운동몰입과 자아존중감, 자기효능감 및 행동의도의 구조관계. 한국체육교육학회지, 17(3), 117-130.
  • 김인수(2012). 초등학생의 운동가치인식과 동기분위기 및 운동행동조절이 운동참여의도에 미치는 영향. 한국체육교육학회지, 17(1), 51-68.
  • 김인수(2013). 초등학교 아동의 암묵적 믿음과 성취목표, 수업몰입 간 인과분석. 한국초등체육학회지, 18(4), 63-76.
  • 박중길, 김기형(2010). 학생-운동선수의 스포츠 능력믿음과 성취목표 및 행동조절의 구조적 관계: 3가지 동기이론의 관점. 한국스포츠심리학회 지, 21(2), 101-129.
  • 박중길(2011). 통제-가치 이론을 이용한 학생의 성취정서 이해: 체육수업에서 동기적 믿음의 역할. 한국스포츠심리학회지, 22(3), 153-169.
  • 엄성호, 김병준(2003). 교사의 지도행동에 따른 체육 내적 동기. 한국스포츠심리학회지, 14(4), 17-35.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
  • Beauchamp, M. R., & Whinton, L.(2005). Self-efficacy and other efficacy in dyadic relationship: Riding as one in equestrian eventing. Journal of Sport & Exercise Psychology, 27, 245-252.
  • Biddle, S. J. H., Wang, C. K. J., Chatzisarantis, N. L. D., & Spray, C. M.(2003). Motivation for physical activity in young people. Journal of Sport Science, 21, 973-989.
  • Boiche, J. C. S., Sarrazin, P. G., Hrouzet, F. M. E., Pelletier, L. G., & Cjanal, J. P.(2008). Students' motivational profiles and achievement outcomes in physical education: A self-determination perspective. Journal of Educational Psychology, 100, 688-701.
  • Boyce, B. A., & Bingham, S. M. (1997). The effects of self-efficacy and goal setting on bowling performance. Journal of Teaching in Physical Education, 16, 312-323.
  • Bray, S. R., & Born, H. A. (2004). Transition to university and vigorous physical activity: Implications for health and psychological well-being. Journal of American College Health, 52, 181-188.
  • Chase, M. A. (2001). Children’s self-efficacy, motivational intentions, and attributions in physical education and sport. Reaserch Quarterly for Exercise and Sport, 72, 47-54.
  • Dunlop, W. L., Beatty, D. J., & Beauchamp, M. R. (2011). Examining the effect of other-efficacy and self-efficacy on personal performance. Journal of Sport & Exercise Psychology, 33, 586-593.
  • Dupyrat, C., & Marine, C.(2005). Implicit theory of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck's model with returning to school adults. Contemporary Educational Psychology, 30, 43-59
  • Dweck, C. S., Chiu, C, & Hong, Y.(1995). Implicit theory: Elaboration and extension of the model. Psychological Inquiry, 6, 322-333.
  • Feltz, D., L., Chow, G. M., & Helper, T. L.(2008). Path analysis of self-efficacy and diving performance revisited. Journal of Sport & Exercise Psychology, 30, 401-411.
  • Feltz, D.., Short, S. E., & Sullivan, P. J. (2008). Self-efficacy in sport. Champaign, IL: Human kinetics.
  • Gordon-Larsen, P.,McMurray, R. G., & Popkin, B. M. (2000). Determinants of adolescent physical activity and inactivity patterns. Pediatrics, 105, 1-8.
  • Howell, A. J., & Buro, K.(2008). Implicit beliefs, achievement goals, and procrastination. Learning and Individual Differences, 19(1), 151-154.
  • Hughes, J. N., & Zhang, D.(2007). Effects of the structure of classmates’ perceptions of peers’ academic abilities on children’s perceived cognitive competence, peer acceptance, and engagement. Contemporary Educational Psychology, 32, 400-419.
  • Hutchinson, J. C., Sherman, T., Martinovic, N., & Tenenbaum, G.(2008). The effect of manipulated self-efficacy on perceived and sustained effort. Journal of Applied Sport Psychology, 20, 457-472.
  • Jackson, B., & Beauchamp, M. R. (2010). Efficacy beledfs in athlete-coach dyads : Prospective relationships using actor-partner interdependence models. Applied Psychology : An International Review, 59, 220-242.
  • Jackson, B., Mayers, Taylor, & Beauchamp, (2012). Relational efficacy beliefs in physical activity classes: A test of tripartite model. Journal of Sport and Exercise Psychology, 34, 285-304.
  • Jackson, B., Whipp, P. R., Chua, K. L. P., Dimmock, J. A., & Hagger, M. S.(2013). Students' tripartite efficacy beliefs in high school physical education: within- and ceoss-domain relations with motivational process and leisure-time physical activity. Journal of Sport and Exercise Psychology, 35, 72-84.
  • Kenny, D. A., & Acitelli, L. K.(2001). Accuracy and bias in perceptions of the partner in close relationships. Journal of Personality and Social Psychology, 80, 439-448.
  • Keating, X. D., Guan,J., Pinero, J. C., & Bridges, D. M.(2005). A meta-analysis of college students’ physical activity behaviors. Journal of American College Health, 54, 116-125.
  • Lent, R. W., & Lopez, F. G. (2002). Cognitive ties that bind: A tripartite view of efficacy beliefs in growth-promoting relationships. Journal of Social and Clinical Psychology, 2/, 256-286.
  • Lodewyk, K. R., Gammage, K. L., & Sullivan, P. J.(2009). Relations among body size discrepency, gender, and indices of motivation and achievement in high school physical education. Journal of Teaching in Physical Educvation, 28, 362-377.
  • Malmberg, L., & Little, T. D.(2007). Profiles of ability, effort, and difficulty. Learning and Instruction, 17, 739-754.
  • Moritz, S. E., Feltz, D. L., Feltz, K. R., & Mack, D. E.(2000). The relation of self-efficacy measures to sport performance: A meta-analysis review. Research Quarterly for Exercise & Sport, 71, 538-551.
  • Nicaise, V., Cogerino, G., Bios, J., & Amorose, A. J.(2006). Students' perceptions of teacher feedback and physical competence on physical education classes: Gender effects. Journal of Teaching in Physical Education, 25(1), 36-57.
  • Ommundsen, Y.(2001). Self-handicapping strategies in physical education clesses: Theinfluence of implicity theories of the nature of ability and achievement goal orientation. Psychology of Sport and Exercise, 2, 139-156.
  • Pekrun(2006). The comtrol-value theory of achievement goals and discrete achievement emotiions. Journal of Educational Psychology, 98, 583-597.
  • Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J.(1991). A manual for the use of the motivated strategies for learning questionnaire. Ann Atbor, MI: The University of Michigan.
  • Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstorm, A.(2004). Do psycosocial and study skill factors predict college outcomes? : A meta-analysis. Psychological Bulletin, 130, 261-288.
  • Taylor, I. M., & Lonsdale, C. (2010). Cultural differences in the relationships among autonomy support, psychological need satisfaction, subjective vitality, and effort in British and Chinese physical education. Journal of Sport & Exercise Psychology, 32, 655-673.
구매하기 (4,100)
추천 연관논문