DOI QR코드

DOI QR Code

The Relationship between Students' Exercise Ability Beliefs, Academic engagement and Self-Handicap in Physical Education Class

체육수업에서 학생들의 운동능력믿음, 학업열의 및 자기핸디캡의 관계

  • Kim, Seung-Yong (Major in Physical Education, Graduate School of Education, Kyonggi University) ;
  • Song, Ki-Hyun (Graduate School of Sports Industry, Kookmin University)
  • 김승용 (경기대학교 교육대학원 체육교육전공) ;
  • 송기현 (국민대학교 스포츠산업대학원)
  • Received : 2020.02.26
  • Accepted : 2020.04.20
  • Published : 2020.04.28

Abstract

The purpose of this study was to verify the relationship between students' exercise ability beliefs, academic engagement and self-handicap in physical education class. To this end, this study selected a total of 437 copies of questionnaires as final valid samples using the convenience sampling method targeting middle school students at 4 schools in metropolitan area. For data processing, this study confirmed the goodness of fit test of the whole model using SPSS 20.0 and AMOS 20.0, and then did hypothesis testing; the study results are as follows: First, the increased belief of exercise ability beliefs was shown to have a static effect on the academic engagement, and a fixed belief did not have a significant effect on the academic engagement. Second, the increased belief was shown to have no significant effect on self-handicap, while the fixed belief had a static and significant effect on self-handicap. Third, the students' academic engagement has been confirmed to have a negative effect on self-handicap.

본 연구의 목적은 체육수업 상황에서 학생들의 운동능력믿음과 학습열의 및 자기핸디캡 간의 관계를 규명하는 것이다. 이 연구의 목적 달성을 위해 수도권에 소재하고 있는 중학교 4곳의 학생들을 대상으로 편의표본추출법을 이용하여 총 437부를 최종 유효 표본으로 선정하였다. 자료처리는 SPSS 20.0과 AMOS 20.0을 이용하여 전체연구 단위의 적합도 검증을 확인한 후 가설검정을 실시하였으며, 그에 따른 결과는 다음과 같았다. 첫째, 운동능력믿음의 증가된 믿음은 학습열의에 정적으로 영향을 미쳤으며, 고정된 믿음은 학습열의에 유의한 영향을 미치지 않는 것으로 나타났다. 둘째, 증가된 믿음은 자기핸디캡에는 유의미한 영향을 미치는 않는 것으로 나타났고, 반면 고정된 믿음은 자기핸디캡에 정적으로 유의한 영향을 미치는 것으로 나타났다. 셋째, 학생들의 학습열의는 자기핸디캡에 부적인 영향을 미치는 것으로 확인되었다.

Keywords

References

  1. O. J. Kim, H. S. Min & J. Y. Shim. (2010). Understanding and application of human motivation. Seoul: Shinjeong.
  2. C. S. Dweck. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048. DOI : 10.1037/2F0003-066X.41.10.1040
  3. C. S. Dweck & E. L. Leggett. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273. DOI : 10.1037/2F0033-295X.95.2.256
  4. A. J. Elliot & M. Church. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232. https://doi.org/10.1037/0022-3514.72.1.218
  5. J. M. Harackiewicz, K. E. Barron, S. M. Carter, A. T. Lehto & A. J. Elliot. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284-1295. DOI : 10.1037/2F0022-3514.73.6.1284
  6. B. K. Chung, S. Y. Hyun & B. S. Yoon. (2003). Understanding Motivation and Emotion. Seoul: Pakhaksa.
  7. C. S. Lee, S. W. Nam & J. K. Yeo. (2011). The relationships of subjective recognition of athletic ability on social concerns and alienation in physical education class. Korean Society For The Study Of Physical Education 16(2), 91-104.
  8. A. Freud. (1946). The ego and mechanisms of defense. New York: International Universities Press. DOI : 10.4324/9780429481550
  9. J. Hwang. (2011). Self-handicapping in Physical Education: Implicit Theory of Ability and Achievement Goal Orientation. The Korean Journal of Physical Education, 50(1), 57-69.
  10. E. E. Jones & S. Berglas. (1978). Control of attributions about the self through self-handicapping strategies: The appeal of alcohol and the role of under achievement. Personality and Social Psychology Bulletin, 4, 200-206. DOI : 10.1177/014616727800400205
  11. D. W. Han & J. Hwang. (2011). Implicit Theory of Ability, Self-Handicapping and Counterfactual Thinking on Athletes in University. Korean Journal of Sport Psychology, 22(3), 99-112.
  12. K. H. Song & J. Y. Huh. (2012). Construct relationships between teacher's feedback, ability belief, and self-handicapping of students in P.E class. The Korea Journal of Sports Science, 21(4), 369-379.
  13. J. H. Choi. (2016). The structural relation among management, engagement, and happiness. The Journal of Research in Education, 29(1), 1-19.
  14. J. Y. Cho & M. S. Kim. (2013). Gender differences of academic burnout and academic engagement among Korean elementary school students. Korean Journal of Woman Psychology 18(4), 477-497. https://doi.org/10.18205/kpa.2013.18.4.001
  15. K. G. Lee, S. K. Lee & I. S. Nam. (2017). The Effect of Perceived Learning Environment on Self-regulation Strategies and Academic Engagement of Middle School Students in Physical Education Class. Journal of Learner-Centered Curriculum and Instruction, 17(12), 709-728.
  16. W. B. Schaufeli, I. M.. Martez, A. Marques Pinto, M. Salanova & A. B. Bakker. (2002). Burnout and engagement in university students: Across-national study. Journal of Cross-Cultural Psychology, 33, 464-481. DOI : 10.1177/0022022102033005003
  17. J. Y. Lee & S. M. Lee. (2012). The development and validation of Korean Academic Engagement Inventory. The Korean Journal of Educational Methodology Studies, 24(1), 131-147. https://doi.org/10.17927/TKJEMS.2012.24.1.131
  18. S. Y. Kim, H. M. Lim & K. H. Song. (2019). A Study on Structural Relations between Teachers' Attitudes toward Students and Academic Engagement and Task-Solving Behavior in Physical Education Classes. Journal of the Korea Convergence Society, 10(3), 249-256, DOI : 10.15207/JKCS.2019.10.3.249
  19. E. A. Skinner, M. J. Zimmer-Gembeck & J. P. Connell. (1998). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 63, Serial number 254. DOI : 10.2307/1166220
  20. J. G. Park. (2010). Relationships between sport ability beliefs, 2$\times$2 achievement goals, and motivational regulations: multi-group analysis across gender and grade. The Korean Journal of Physical Education, 49(1), 113-126.
  21. S. J. H. Biddle, C. K. J. Wang, N. L. D. Chatzisarantis & C. M. Spray. (2003). Motivation for physical activity in young people: Entity and incremental beliefs about athletic ability. Journal of Sports Sciences, 21, 973-989. DOI : 10.1080/02640410310001641377
  22. J. G. Park & K. H. Kim. (2010). Structural Relationships between Sport Ability Belief, Achievement Goal, and Behavioral Regulations among Student-Athletes: Perspective of Three Different Theories of Motivation. Korean Society of Sport Psychology, 21(2), 101-129.
  23. J. Y. Lee & S. M. Lee. (2012). The development and validation of Korean Academic Engagement Inventory(KAEI). The Korean Association of Educational Methodology Studies, 24(1), 131-147.
  24. S. S. Lee & H. S. Cho. (2015). The effects of teacher-student relationships and peer relationships on the academic engagement of students in physical education classes. The Korea Journal of Sports Science, 24(5), 1079-1090.
  25. O. C. Hwang & J. G. Park. (2010). Relations of perceived competence and fear of failure with approach-avoidance goals and self-handicapping during task-based physical education classes. The Korean Journal of Physical Education, 49(5), 93-108.
  26. S. Y. Kim & K. H. Song. (2017). A study on relations between teacher-student interactions, self-monitoring, asking help and self-handicapping in physical education class. The Korean Journal of physical Education, 56(6), 213-225. DOI : 10.23949/kjpe.2017.11.56.6.15
  27. S. G. West, J. F. Finch & P. J. Curran. (1995). Structural equation models with non-normal variables: Problems and remedies. In R. H. Hoyle (Ed.). Structural equation modeling: Concepts, issues, and applications. Thousand Oaks, CA: Sage Publications.
  28. J. F. Hair, B. Black, B. Babin, R. E. Anderson & R. L. Tatham. (2006). Multivariate data analysis, 6th ed., London: Prentice-Hall.
  29. S. H. Hong. (2000). The criteria for selecting appropriate fit indices in structural equation modeling and their rationales. Korean Journal of Clinical Psychology, 19(1), 161-177.
  30. K. H. Song & S. Y. Kim. (2018). The Mediating Effects of Passion on Relations between Adolescent Athletes Sport Ability Beliefs and Athletic Burnout. Korean Journal of Sports Science 27(6), 315-327 https://doi.org/10.35159/kjss.2018.12.27.6.315
  31. R. W. Lent & F. G. Lopez. (2002). Cognitive ties that bind: A tripartite view of efficacy beliefs in growth-promoting relationships. Journal of Social and Clinical Psychology, 2, 256-286. DOI : 10.1521/jscp.21.3.256.22535
  32. B. C. Patrick, E. A. Skinner & J. P. Connell. (1993). What motivates children's behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65, 781-791. DOI : 10.1037/0022-3514.65.4.781
  33. S. Larose, D. U. Robertson, R. Roy & F. Legault. (1998). Nonintellectual learning factors as determinants for success in college. Research in Higher Education, 39, 275-297. DOI : 10.1023/A:1018776917403
  34. Y. Ommundsen. (2001). Self-handicapping strategies in physical education classes: The influence of implicit theories of the nature of ability and achievement goal orientations. Psychology of Sport and Exercise, 2(3), 139-156. DOI : 10.1016/S1469-0292(00)00019-4
  35. J. S. Kim & S. Y. Im. (2019). Exploring triggers of self-handicapping in youth Football player. Sport Science, 37(1), 25-37. https://doi.org/10.46394/ISS.37.1.4
  36. I. S. Nam. (2018). The Effect of Perceived Teacher-Trust on Subject Interest and Self-handicapping of Middle School Students in Physical Education Class. Journal of Learner-Centered Curriculum and Instruction, 18(4), 817-834. DOI : 10.22251/jlcci.2018.18.4.817
  37. B. Evans. (2006). I'd feel ashamed': Girls' bodies and sports participation. Gender, Place and Culture, 13(5), 547-561. DOI : 10.1080/09663690600858952