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교양체육 담당 교수와 수강 학생의 상호작용이 학습몰입 및 실기 능력 성취에 미치는 영향

  • 박예진 (국립강릉원주대학교 교육대학원)

초록/요약 도움말

ABSTRACT The Interaction Between the Professor in Charge of Liberal Arts and Sports and the Student in the Course Impact on Learning Immersion and Practical Skills Achievement PARK YE JIN Major in Physical Education Graduate School of Education, Gangneung-Wonju National University Summary The purpose of this study is to investigate the effect of the interaction between professors in charge of liberal arts and sports and students on learning commitment and practical ability achievement. In order to verify the research hypothesis and achieve the research purpose, the first to fourth graders of male and female college students participating in university liberal arts sports in G-si, Gangwon State were selected and surveyed by the convenience sampling method of the non-probability sampling method, and 323 data were used for empirical analysis. The professor-student interaction consisted of a total of 11 questions: 6 questions for intimacy and 5 questions for trust. Learning commitment consisted of a total of 15 questions: 7 questions for cognitive commitment, 4 questions for emotional commitment, and 4 questions for behavioral. The achievement of practical skills consisted of a total of 10 questions: 5 questions for understanding ability achievement and 5 questions for practical ability achievement. Factor analysis, reliability analysis, basic statistics, t-test, ANOVA, Scheffé test, Pearson's correlation, and multiple regression analysis were performed using the IBM for SPSS Ver. 28.0 program. The mediating effect of practical skill achievement in the relationship between teaching-student interaction and learning commitment was applied to PROCESS Macro ver. 4.2 model 4, and the statistical significance of the mediating effect was set to 5,000 bootstrapping samples. The data were analyzed based on the questionnaires collected through the above research methods, and the conclusions drawn are as follows. First, as a result of verifying the difference in teaching-student interaction according to personal characteristics, the factors of intimacy and reliability were higher in male students than female students in terms of gender. Second, as a result of verifying the difference in learning commitment according to personal characteristics, male students showed higher cognitive and behavioral commitment factors than female students in terms of gender. Third, as a result of verifying the difference in practical skill achievement according to personal characteristics, male students showed higher factors for practical skill achievement and comprehension than female students. Fourth, intimacy and reliability factors affect the cognitive commitment of learning commitment, and reliability factors affect the emotional commitment of learning commitment. Fifth, intimacy and reliability factors affect the practical ability achievement of practical skill achievement, and reliability factors affect the comprehension ability achievement of practical skill achievement. Sixth, cognitive commitment, behavioral commitment, and emotional commitment of learning commitment in liberal arts sports classes were found to have an effect on practical ability achievement and comprehension ability achievement. Seventh, it has been demonstrated that learning commitment has a mediating effect in the relationship between professor-student interaction and practical ability achievement in liberal arts sports classes. The significance of the path to practical skill achievement through learning commitment, in which teaching-student interaction is a parameter, was verified to have a significant mediating effect. In addition, it was found that the interaction between liberal arts professors and students had a significant effect on learning commitment and practical skill achievement, and that learning commitment acted as a parameter in the relationship between teaching-student interaction and practical skill achievement. Key Word : Liberal Arts, Sports, Learning Immersion, Practical Skills Achievement

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목차 도움말

목 차
Ⅰ. 서론 1
1. 연구의 필요성 1
2. 연구의 목적 6
3. 연구가설 및 모형 7
4. 용어의 정의 8
5. 연구의 제한점 10

Ⅱ. 이론적 배경 11
1. 교양체육의 이해 11
2. 교수-학생 상호작용의 개념 15
3. 학습몰입의 개념 17
4. 실기 능력 성취의 개념 19
5. 각 변인 간 선행 연구 20

Ⅲ. 연구방법 23
1. 연구대상 23
2. 조사절차 24
3. 조사도구 25
4. 탐색적 요인분석 27
5. 신뢰도와 타당도 검증 30
6. 자료분석 34
7. 연구의 윤리성 35

Ⅳ. 연구결과 36
1. 개인 특성별 교수-학생 상호작용의 차이 분석 결과 36
2. 개인 특성별 학습몰입의 차이 분석 결과 37
3. 개인 특성별 실기 능력 성취의 차이 분석 결과 38
4. 기술통계 40
5. 상관관계 41
6. 교수-학생 상호작용이 학습몰입의 하위 요인에 미치는 영향 43
7. 교수-학생 상호작용이 실기 능력 성취의 하위 요인에 미치는 영향 44
8. 학습몰입이 실기 능력 성취의 하위 요인에 미치는 영향 45
9. 학습몰입의 매개 효과 분석 결과 46

Ⅴ. 논의 및 시사점 48
1. 논의 48
2. 시사점 56

Ⅵ. 결론 및 제언 59
1. 결론 59
2. 제언 60

참고문헌 62
부록) 설문지 76

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