방과 후 음악줄넘기를 통한 초등학생들의 자기효능감이 체육수업태도에 미치는 영향

Abstract

The purpose of this study was to investigate the effects of elementary school students' self-efficacy on physical education class attitude by after-school music skipping and to encourage students to recognize physical education class positively and to form positive emotions for physical activity as education. The purpose of the study is to examine the psychological aspects of effectiveness. For this purpose 238 valid sample data were used for the analysis of students participating in the after-school music skipping classes at four elementary school in B city by using the convenience sampling method. The questionnaires used in this study consisted of 30 items, 11 items of demographic characteristics, 5 items of self-efficacy and 14 items of physical education attitude. The data analysis method for the hypothesis test is SPSS WIN Ver. 18.0 frequency analysis, exploratory factor analysis, and Cronbach's α test were performed using statistical analysis program. In order to examine the relationship between each variable, correlation analysis was conducted, and multiple regression analysis was conducted to examine the effect of elementary school students' self-efficacy on physical education attitude through musical rope skipping. First, the self-confidence (p<.001) and self-control efficacy (p<.001) factors, which are sub-factors of self-efficacy showed positive effects on social aspects, which are sub-factors of physical education class attitude, the preference of task difficulty had no effect on self-efficacy. Second, the self-confidence (p<.01) and self-control efficacy (p<.01) factors which are sub-factors of self-efficacy showed positive effects on psychological aspects, which are sub-factors of physical education class attitude, the preference of task difficulty had no effect on self-efficacy. Third, the self-confidence (p<.05) and self-control efficacy (p<.001) factors, which are sub-factors of self-efficacy showed positive effects on personal aspects, which are sub-factors of physical education class attitude, the preference of task difficulty had no effect on self-efficacy.