Journal of Gifted/Talented Education (영재교육연구)

The Korean Society for the Gifted (한국영재학회)
권호 표지

Influencing Factors on Deliberate Practice among Musically Talented Adolescents: On Passion and Achievement Goals

음악재능 청소년의 계획적 연습에 영향을 미치는 요인: 열정과 성취 목적을 중심으로

  • Received : 2010.11.05
  • Accepted : 2010.12.20
  • Published : 2010.12.31
Download PDF
⟨ Previous Next ⟩

Abstract

This study was to examine whether musically talented adolescents' passion and achievement goals influence their deliberate practice. Of the musically talented adolescents surveyed from two arts high schools in Seoul, Korea, 597 completed and returned the questionnaires. Their average age was 17.4 years. Paired t-test on musically talented adolescents' passion(i.e., harmonious passion, and obsessive passion) and achievement goals(i.e., mastery goals, performance-approach goals, and performance-avoidance goals) indicated that harmonious passion were higher than obsessive passion. Mastery goals were higher than performance-approach goals. And performance-approach goals were higher than performance-avoidance goals. Independent t-tests were measured between high and low deliberate practice(DP) groups. High DP group showed higher harmonious and obsessive passion, and mastery and performance goals than low DP group. It was also found that two types of passion(i.e., harmonious and obsessive) positively influenced on deliberate practice via mastery goals.

본 연구에서는 음악재능 청소년을 대상으로 이들의 열정과 성취 목적이 계획적 연습에 미치는 영향을 살펴보았다. 이를 위해 서울 소재 예술고등학교 재학생 총 597명이 최종분석 대상으로 선정되었으며, 이들의 평균연령은 17.4세이었다. 음악재능 청소년들의 열정(조화, 강박), 성취 목적(숙달, 수행접근, 수행회피)의 하위 요인들을 상호 비교한 결과, 조화 열정이 강박 열정에 비해 높고, 이들은 숙달 목적보다 수행접근 목적을 가장 많이 추구하며, 수행회피 목적을 가장 적게 추구하는 것으로 나타났다. 또한 계획적 연습의 고 저에 따른 두 집단을 비교한 결과, 집단 I(고집단)이 집단 II(저집단)에 비해 열정의 두 하위 요인 모두와 숙달 목적 및 수행접근 목적 모두에서 유의하게 높게 나타났다. 열정 및 성취 목적이 계획적 연습에 미치는 직 간접 효과를 분석한 결과, 조화 열정과 강박 열정 모두 계획적 연습에 직접적으로 긍정적인 영향을 주기도 하지만, 조화 열정과 강박 열정 모두 숙달 목적을 거쳐 계획적 연습에 간접적으로 긍정적인 영향을 주기도 하는 것으로 나타났다. 본 연구 결과, 조화 열정보다는 강박 열정이 음악재능 청소년들의 계획적 연습에 미치는 총효과가 더 크며, 성취 목적 중 유일하게 숙달 목적만이 계획적 연습에 유의한 영향을 끼치는 것으로 나타났다.

Keywords

References

  1. 세계일보 2000. 5. 12일자 21면(사회) 기사: 특수목적고 입시요강 발표.
  2. 안도희, 김옥분, 표경선 (2005). 대학생의 지적능력에 대한 신념, 성취 목적지향 및 학습 접근책 간의 관계모형. 한국교육, 32(4), 3-27.
  3. 안도희, 정재우 (2009). 음악재능 청소년의 열정이 성취 목적과 유능감에 미치는 영향. 교육학연구, 47(1), 73-93.
  4. 유진, 정꽃님 (2008). 무용열정의 이원론적 모형분석. 한국스포츠심리학회지, 19(1), 163-175.
  5. 조선일보 2010. 10. 21일자 A12(사회) 기사: 특목고 출신이 서울대 싹쓸이.
  6. Bonneville-Roussy, A., Lavigne, G. L., & Vallerand, R. J. (2010). When passion leads to excellence: The case of musicians. Psychology of Music. 1-16. Retrieved August 31, 2010, from the SAGE database.
  7. Byrne, B. M. (2001). Structural equation modeling with AMOS: Basic concepts applications, and programming. Mahwah, NJ: Lawrence Erlbaum.
  8. Carbonneau, N., Vallerand, R. J., Fernet, C., & Guay, F. (2008). The role of passion for teaching in intrapersonal and interpersonal outcomes. Journal of Educational Psychology, 100(4), 977-987.
  9. Colvin, G. (2008). Talent is overrated: What really separates world-class performers from everybody else. NY: Fortune.
  10. Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232.
  11. Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406.
  12. Ericsson, K. A. (2007). An expert-performance perspective of research on medical expertise: The study of clinical performance. Medical Education, 41(12), 1124-1130. https://doi.org/10.1111/j.1365-2923.2007.02946.x
  13. Ford, P. R., Ward, P., Hodges, N. J., & Williams, A. M. (2009). The role of deliberate practice and play in career progression in sport: The early engagement hypothesis. High Ability Studies, 20(1), 65-75. https://doi.org/10.1080/13598130902860721
  14. Hodges, N. J., Kerr, T., Starkes, J. L., Weir, P. L., & Nananidou, A. (2004). Predicting performance times from deliberate practice hours for triathletes and swimmers: What, when, and where is practice important? Journal of Experimental Psychology, 10(4), 219-237.
  15. Keith, N., & Ericsson, K. A. (2007). A deliberate practice account of typing proficiency in everyday typists. Journal of Experimental Psychology, 13(3), 135-145.
  16. Leondari, A., & Gialamas, V. (2002). Implicit theories, goal orientations, and perceived competence: Impact on students' achievement behavior. Psychology in the Schools, 39(3), 279-291. https://doi.org/10.1002/pits.10035
  17. Li, C. H. (2010). Predicting subjective vitality and performance in sports: The role of passion and achievement goals. Perceptual and Motor Skills, 110(3), 1029-1047. https://doi.org/10.2466/05.06.07.14.PMS.110.C.1029-1047
  18. Mageau, G. A., & Vallerand, R. J. (2007). The moderating effect of passion on the relation between activity engagement and positive affect. Motiv Emot, 31(4), 312-321. https://doi.org/10.1007/s11031-007-9071-z
  19. Mageau, G. A., Vallerand, R. J., Charest, J., Salvy, S. J., Lacaille, N., Bouffard, T., & Koestner, R. (2009). On the development of harmonious and obsessive passion: The role of autonomy support, activity specialization, and identification with the activity. Journal of Personality, 77(3), 601-645. https://doi.org/10.1111/j.1467-6494.2009.00559.x
  20. Mageau, G. A., Vallerand, R. J., Rousseau, F. L., Ratelle, C. F., & Provencher, P. J. (2005). Passion and gambling: Investigating the divergent affective and cognitive consequences of gambling. Journal of Applied Social Psychology, 35(1), 100-118. https://doi.org/10.1111/j.1559-1816.2005.tb02095.x
  21. Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., Gheen, M., Kaplan, A., Kumar, R., Middleton, J. J., Nelson, J., Roeser, R., & Urdan, T. (2000). Manual for the Patterns of Adaptive Learning Scales(PALS). Ann Arbor, MI: University of Michigan.
  22. Miksza, P. (2010). Relationships among achievement goal motivation, impulsivity and the music practice of collegiate brass and woodwind players. Psychology of Music, 1-18. Retrieved June 30, 2010, from the SAGE database.
  23. Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115-135.
  24. Philippe, F. L., Vallerand, R. J., Andrianarisoa, J., & Brunel, P. (2009). Passion in referees: Examining their affective and cognitive experiences in sport situations. Journal of Sport & Exercise Psychology, 31(1), 77-96.
  25. Philippe, F. L., Vallerand, R. J., & Lavigne, G. L. (2009). Passion does make a difference in people's lives: A look at well-being in passionate and non-passionate individuals. Applied Psychology: Health and Well-Being, 1(1), 3-22. https://doi.org/10.1111/j.1758-0854.2008.01003.x
  26. Philippe, F. L., Vallerand, R. J., Houlfort, N., Lavigne, G. L., & Donahue, E. G. (2010). Passion for an activity and quality of interpersonal relationships: The mediating role of emotions. Personality and Social Psychology, 98(6), 917-932.
  27. Seguin-Levesque, C., Laliberté, M. L. N., Pelletier, L. G., Blanchard, C., & Vallerand, R. J. (2003). Harmonious and obsessive passion for the internet: Their associations with the couple's relationship. Journal of Applied Social Psychology, 33(1), 197-221. https://doi.org/10.1111/j.1559-1816.2003.tb02079.x
  28. Vallerand, R. J. (2008). On the psychology of passion: In search of what makes people's lives most worth living. Canadian Psychology, 49(1), 1-13.
  29. Vallerand, R. J., Blanchard, C., Mageau, G. A., Koestner, R., Ratelle, C., Leonard, M., Gagne, M., & Marsolais, J. (2003). Les passions de lAme: On obsessive and harmonious passion. Journal of Personality and Social Psychology, 85(4), 756-767.
  30. Vallerand, R. J., Mageau, G. A., Elliot, A. J., Dumais, A., Demers, M. A., & Rousseau, F. (2008). Passion and performance attainment in sport. Psychology of Sport and Exercise, 9(3), 373-392. https://doi.org/10.1016/j.psychsport.2007.05.003
  31. Vallerand, R. J., & Miquelon, P. (2007). Passion for sport in athletes. In D. LavallEe, & S. Jowett (Eds.), Social psychology in sport (pp. 249-263). Champaign, IL: Human Kinetics.
  32. Vallerand, R. J., Paquet, Y., Philippe, F. L., & Charest, J. (2010). On the role of passion for work in burnout: A process model. Journal of Personality, 78(1), 289-312. https://doi.org/10.1111/j.1467-6494.2009.00616.x
  33. Vallerand, R. J., Rousseau, F. L., Grouzet, F. M. E., Dumais, A., Grenier, S., & Blanchard, C. M. (2006). Passion in sport: A look at determinants and affective experiences. Journal of Sport & Exercise Psychology, 28(4), 454-478.
  34. Vallerand, R. J., Salvy, S. J., Mageau, G. A., Elliot, A. J., Denis, P. L., Grouzet, F. M. E., & Blanchard, C. (2007). On the role of passion in performance. Journal of Personality, 75(3), 505-533. https://doi.org/10.1111/j.1467-6494.2007.00447.x
  35. Wang, C. C., & Chu, Y. S. (2007). Harmonious passion and obsessive passion in playing online games. Social Behavior and Personality, 35(7), 997-1006. https://doi.org/10.2224/sbp.2007.35.7.997
  36. Wilhelm, S., & Steketee, G. S. (2008). 강박증의 인지치료 [신민섭, 설순호, 권준수, 역]. 서울: (주)시그마프레스. (원본 출간년도: 2006).
  37. Williamon, A., & Valentine, E. (2000). Quantity and quality of musical practice as predictors of performance quality. British Journal of Psychology, 91(3), 353-376. https://doi.org/10.1348/000712600161871
  38. Wu, E. H. (2005). Factors that contribute to talented performance: A theoretical model from a Chinese perspective. Gifted Child Quarterly, 49(3), 231-246. https://doi.org/10.1177/001698620504900305
  39. Yeo, G., Loft, S, Xiao, T., & Kiewitz, C. (2009). Goal orientations and performance: Differential relationships across levels of analysis and as a function of task demands. Journal of Applied Psychology, 94(3), 710-726.