교양댄스수업 참가자가 인식하는 교수행동과 수업몰입 및 지속적 참여의도의 구조관계

The Structural Relationship between the Type of Teaching Behaviors Perceived by College Students' Participating in Liberal Dance Classes, Lecture concentration and Continuous Participation Intention

본 연구의 목적은 교양댄스수업참가자가 인식하는 교수행동, 지속적 참여의도, 그리고 수업몰입의 구조관계를 파악하고 수업몰입을 매개변수로 설정하여 효과를 검증하는 것이다. 이를 위하여 대학의 교양댄스수업에 참가하고 있는 대학생을 모집단으로 선정하고 비확률 표본표집법 중 유의표본표집법을 이용하여 서울, 경기지역의 대학에서 총 314명의 자료를 수집하였다. 자료처리는 빈도분석, 탐색적 요인분석, 확인적 요인분석, 신뢰도분석, 구조방정식모형 분석, 부트스트래핑(bootstrapping) 방법을 실시하였다. 이와 같은 방법 및 절차를 통하여 얻어진 결론은 다음과 같다. 첫째, 교양댄스수업참가자가 인식하는 교수행동은 수업몰입에 유의한 영향을 미쳤다. 둘째, 교양댄스수업참가자가 인식하는 교수행동은 지속적 참여의도에 유의한 영향을 미치지 않았다. 셋째, 교양댄스수업참가자가 인식하는 수업몰입은 지속적 참여의도에 유의한 영향을 미쳤다. 넷째, 교양댄스수업참가자가 인식하는 교수행동과 지속적 참여의도의 관계에서 수업몰입은 유의한 매개효과가 있는 것으로 나타났다.

The purpose of this study was to examine the effect of teaching behaviors perceived by college students' participating in liberal dance classes on learning motivation and continuous participation intention. The main target audience of this research is college students who participate in liberal dance classes in five universities in Seoul and Gyeonggi. By using purposive sampling among non probability sampling, totally 330 papers had been distributed, and 314 questionnaires had been used for practical analysis. The data process was performed by frequency analysis, exploratory factor analysis, confirmatory factor analysis, reliability analysis, structural equation modeling. The results were as follows: First, teaching behaviors perceived by college students' participating in liberal dance classes had a significant effect on learning motivation. Secondly, teaching behaviors perceived by college students' participating in liberal dance classes had a significant effect on continuous participation intention. Lastly, learning motivation perceived by college students' participating in liberal dance classes had a significant effect on continuous participation Intention. Lastly, there was the mediating effect of learning motivation was inspected in the relationship between teaching behaviors perceived by college students' participating in liberal dance classes and continuous participation intention.