체육수업 정서경험척도의 타당화와 성취목표성향과의 관계 = The Validity of Emotion Experience Scale in Physical Education Class and Relationship of Achievement Goal Orientation

다국어 초록 (Multilingual Abstract)

The purpose of this study is first to validity Emotion Experience Scale in Physical Education Class(EESPEC, Kim & Lee, 2010), second to explore causal relationship emotion experience and achievement goal orientation in physical education class. To do this, EESPEC and AGOS(Achievement Goal Origination Scale) completed by 389 voluntary students from several secondary schools located in Seoul. mean, standard deviation, and MANOVA were analyzed by SPSS 12.0 program, or path analysis was conducted by AMOS 18.0 program. As the results, first students of a high satisfaction in physical education class compared with low students revealed significant high in emotion of happy, hope, envy, pride, pity, relief and gratitude, and significant low in emotion of shame, envy. but anger, guilt, anxiety, sorrow did not reveal a significant difference. Second students of a high grade in physical education class compared with low students revealed significant high in emotion of happy, hope, pride, anger, pity, relief, and gratitude and significant low in emotion of shame. Third, in relationship of emotion experience and goal orientation in physical education class, it revealed that the more high hope, pride, relief were the more high task goal orientation, the more high pride, anger, shame, envy, relief were the more high ego goal orientation, and the less guilt was the more ego goal orientation. Forth, the students of low satisfaction in physical education class revealed that the more envy, the less was ego-goal orientation, and the students of high point in physical education class revealed that the more relief was the more task and ego goal orientation. How emotions experienced in physical education class form achievement goal orientation was discussed.

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