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문익수 ( Ik Soo Moon ),박상혁 ( Sang Hyuk Park ) 한국스포츠심리학회 2009 한국스포츠심리학회지 Vol.20 No.4
본 연구는 청소년 씨름선수들이 운동 상황에서 경험하는 행복의 구성 요소를 탐색하고 측정도구로서의 타당성을 확인하는데 목적을 두고 수행되었다. 이러한 목적을 해결하기 위하여 각각의 연구절차에 기준하여 861명의 청소년 씨름선수들을 표집하였다. 표집된 연구대상들이 지각하는 행복의 구성요소를 도출하기 위하여, 개방형 설문, 문항 탐색 및 적절성 평정하였으며, 탐색적, 확인적 요인분석을 통해 내적구조타당성을 검증하였다. 마지막으로 스포츠 행복의 학년 간 차이를 검증함으로서 측정도구로서의 가능성을 타진하였다. 내적 구조 타당도를 검증하기 위한 분석결과 청소년 씨름 선수들의 스포츠 행복 구성요인은 운동성취감, 신체적 발달, 긍정적 강화, 동료관계, 휴식시간의 5개요인 15문항으로 최종 확정되었다. 이에 확정된 스포츠 행복에 대한 외적관계를 검증한 결과 중학생 선수가 고등학생선수들에 비하여 운동성취감과 동료관계에서 높은 행복지각 수준을 보여주었으며, 단계적 F검증결과 운동성취감과 신체적 발달 요인이 학년을 가장 잘 변별하는 것으로 나타났다. This study was aimed to search the component of youth Ssireum player`s happiness experienced from their training conditions. In order to settle the purpose of this study, we sampled 861 youth Ssireum players on respective study procedures. We conducted open questionnaire, question examination and pertinent estimation to derive perceived constitution factor of happiness from the respondents, and verified internal construction validity through confirmatory factor analysis. Finally, we tapped the possibility as a tool of measurement by verifying each grade difference of sport happiness. As a result, the subcategory of sport happiness for youth Ssireum player was lastly determined as five factors like sports accomplishment, physical development, positive reinforcement, comradeship and sports deviation and 15 questions. the result of external relations based on confirmed sport happiness shows that middle school players have higher level of perceived happiness concerning sports accomplishment and comradeship than high school players, according to the result of step down F test, physical development and sports accomplishment are most distinguishable factors which shows what year they are in school.
놀이의 형태에 따른 아동들의 심리·정서적 반응에 관한 연구
문익수(Ik Soo Moon),김민성(Min Sung Kim) 한국여가레크리에이션학회 1993 한국여가레크리에이션학회지 Vol.10 No.-
The purposes of this study were: a) to investigate the effectiveness of the cooperation games on soda-psychological responses of elementary students, especially fourth and sixth graders, compared to traditional competitive games and b) to formulate the rationale for the necessity of cooperation games in elementary physical education context. The data were collected using five modified self-testing questionnaire by the researchers: a) satisfaction, b) self-esteem, c) achievement, d) self-confidence, and e) group cohesion scale. An analysis of variance(ANOVA) determined the results as followings: a) The students` degree of satisfaction was significantly higher in cooperation games than competitive games. b) The students` self-esteem and self-confidence were also significantly increased in cooperation games. c) The students` achievement motive and group cohesiveness were both higher in cooperation games than competitive ones.
김공수(Gong Soo Kim),최영준(Young Jun Choi),정기홍(Ki Hong Joung),문익수(Ik Soo Moon) 한국사회체육학회 2007 한국사회체육학회지 Vol.0 No.31
The purpose of this study was to:(1) investigate the Task and Ego Orientation in Sport Questionnaire(TEOSQ) and the Flow State Scale(FSS) among A-Best group(n=88), B-Better group(n=75), and C-Good group(n=210) of 373 club badminton players(male 209, female 164) by the Korean Version of the TEOSQ and the FSS. (2) specify the relationships between task/ego goal orientation and flow experiences on performance level The results were as follows:First, there was a significant difference with the main effect of Participants` Level(p< .01), but there was not a significant difference with the main effect of Gender(p<.05) and the interaction of Gender×Participants` Level for ANOVA(p<.05) on both of ego orientation and task orientation. B group(M=3.40) scored significant higher than A group(M=3.04) and C group(M=3.05) on ego orientation and C group(M=4.26) scored significant higher than A group(M=3.97) and B group(M=3.93) on task orientation. Second, there were not significant differences with the main effects and interaction of Participants` Level×Gender for the MANOVA(p<.05) on components of flow experience. Third, ego orientation of male showed significant relationships of challenge-skill clearness and transformation of time, and ego orientation of female showed significant relationships of autotelic experience, challenge-skill clearness, sense of control, and transformation of time. Fourth, task orientation of male showed significant relationships of autotelic experience and challenge-skill clearness, and task orientation of female showed significant relationships of autotelic experience, challenge-skill clearness, and transformation of time. Based on these results, the present study showed that goal orientation was effected by participants` level but flow experience was not effected by participants` level.
피트니스 프로그램 내 참여자들의 동기부여 촉진전략: 자율성지지와 그 효과
천승현 ( Sung Hyeon Cheon ),문익수 ( Ik Soo Moon ) 한국스포츠심리학회 2010 한국스포츠심리학회지 Vol.21 No.1
최근 스포츠와 체육 분야에서 가장 널리 활용되는 동기이론 중 자기결정이론은 사회적 요소인 학습 환경이 활동에 참여하는 개인의 심리적 욕구인 자율성, 유능성, 관계성에 직접적으로 영향을 미치며, 이들 욕구는 동기를 비롯한 인지, 정서, 행동 결과에 긍정적 혹은 부정적으로 영향을 미친다는 가정을 전제로 한다. 본 연구에서는 학습 환경 내 지도자에 의한 자율성 지지는 학생들의 심리적 욕구, 자기결정동기 및 인지, 정서, 행동과 관계가 있다는 근거를 토대로 하여 Literature in sport and physical education has focused on motivation during last decades. One of well-known and insightful theories in motivation studies is self-determination theory (Deci & Ryan, 1985, 2000; Ryan & Deci, 2002) in the field of sport and ph
체육 상황에서 3×2 성취목표 모델: 확장적용 및 비교문화적 반복검증
박중길 ( Jung Gil Park ),문익수 ( Ik Soo Moon ) 한국스포츠심리학회 2013 한국스포츠심리학회지 Vol.24 No.1
본 연구는 6요인 목표(과제접근, 과제회피, 자기접근, 자기회피, 타자접근, 타자회피)로 구성된 3×2 성취목표 모델(Elliot, Murayama, & Pekrun, 2011)을 체육 상황에 적용하여 그 개념구조와 관련변인과의 예측적 관계를 반복 검증하였다. 연구 1(N =193)과 2(N =407)의 결과 6요인 성취목표의 구조는 모두 자료에 적합하였다(연구 1. ²=354.59, df =120, p <.001, Q=2.12, CFI= .952, TLI=.938, RMSEA=.076; 연구 2. ²=254.21, df =120, p <.001, Q=2.11, CFI=.972, TLI=.965, RMSEA =.052). 연구 2에서 회귀분석의 결과 접근과 회피에 기반한 6개 성취목표는 각각 접근-회피 기질에 의해 예측되었으며, 긍정적 부정적 정서와 과제 관여와 관련이 있었다. 다집단 확인적 요인분석의 결과 3×2 성취목표의 요인 구조는 두 집단 간에 동일한 것으로 나타났다. 본 결과는 3×2 성취목표 모델이 중학교 체육 상황에 적용될 수 있음을 시사한다. The purpose of this research was to test the factor structure of a 3×2 achievement goal model (Elliot, Murayama, & Pekrun, 2011) and investigate links between the six goals in the model and its related variables in the physical education setting. The model comprises six different goal construct (task-approach goal, task-avoidance goal, self-approach goal, self-avoidance goal, other-approach goal, other- avoidance goal) rooted in the definition and valence of competence. The results from studies 1 (N=193) and 2 (N=407) confirmed that the six-factor structure of the 3×2 structure of achievement goal model had a good fit to the data (Study 1. ²=354.59, df=120, p<.001, Q=2.12, CFI=.952, TLI=.938, RMSEA=.076; Study 2. ²=254.21, df=120, p<.001, Q= 2.11, CFI=.972, TLI=.965, RMSEA=.052). The results of standard multiple regression analysis in Study 2 revealed that each of sic goal constructs was significantly predicted by students`` approach- avoidance temperaments and were related with positive/negative emotions and task engagement. The results of multi-group confirmatory factor analysis documented the strongest measurement equivalence across the two samples (partial measurement invariance). Findings imply that the factor structure of the 3×2 achievement goal model is applicable to the physical education setting.