무용활동이 청소년의 사회성에 미치는 영향

국문 초록 (Abstract)

본 연구는 무용전공 여고생과 일반 여고생간의 무용참가유무 및 무용참가정도와 사회성의 관계를 규명하는데 목적이 있다. 이를 위해 일반적 특성에 따른 무용참가 유무, 무용참가정도(기간, 빈도, 강도), 무용참가유형(한국무용, 발레, 현대무용), 사회성(협동성, 책임성, 준법성, 자율성, 봉사성)의 차이를 파악하고, 무용참가유무, 무용참가유형, 무용참가정도와 사회성간의 인과관계를 분석하였다.
서울 및 수도권지역 그리고 전라도에 위치한 인문계고등학교 2개교와 예술고등학교 4개교에서 일반여고생 270명과 무용전공여고생 270명을 모집단으로 설정하였다. 설문작성은 자기평가기입법(Self-administration)에 의거하여 실시하였고, 540명을 유효표본수로 하였다.
자료분석은 SPSS/PC11.5과 LISREL 8.30의 프로그램을 활용하였고 구체적인 통계분석 방법은 다음과 같다.
첫째, 무용활동 참여유무에 따른 사회성의 차이를 검증하기 위하여 t 검증(Independent-samples T-test)을 실시하였다.
둘째, 무용활동 참여유형에 따른 사회성의 차이를 검증하기 위하여 일원변량분석(One - ANOVA)을 실시하였으며, 사후검증으로 Tukey의 다중비교를 실시하였다.
셋째, 무용활동 참여정도에 따른 사회성의 차이를 검증하기 위하여 중다선형회귀분석(Multiple Linear Regression)을 실시하였다.
이와 같은 분석 결과를 기초로 다음과 같은 결론을 얻었다.
1) 무용활동 참여유무에 따른 사회성의 차이를 분석한 결과 협동성은 무용활동 참여집단이 비 참여집단에 비해 평균이 3.3933으로 비 참여집단의 3.2767보다 높은 것으로 타나났다. 또한 집단간 평균차를 검증하기 귀한 무용활동 참여유무에 따른 사회성의 차이에 대한 t검증 결과, 사회성의 하위변인인 협동성, 책임성, 자율성에서 집단간 유의도 5%수준에서 통계적으로 유의한 차가 있는 것으로 나타났다.
2) 무용활동 참여유형과 사회성의 관계를 규명하기 위하여 참여유형을 한국무용, 발레, 현대무용 등 세 집단으로 구분하여 각 집단과 사회성의 하위 변인들 간의 차이에 대한 일원변량분석을 실시한 결과 세 집단간의 협동성에 대한 차이는 유의도 5% 수준에서 통계적으로 유의한 차가 없는 것으로 나타났다.
3) 무용전공 여고생들간에 사회성과의 관계에 대한 중다회귀분석 결과를 살펴보면 참여정도의 하위변인 가운데 무용활동 참여기간은 협동성, 책임성, 자율성, 봉사성에 유의도 5%수준에서 유의한 영향을 미치는 것으로 나타났다. 그리고 참여빈도는 자율성에 5% 수준에서 통계적으로 매우 유의한 영향을 미치는 것으로 나타났다. 즉, 무용활동 참여기간이 길수록 그리고 참여빈도가 높을 수록 사회성의 하위변인인 자율성 발달에 긍정적인 영향을 미친 것으로 조사되었다.
이러한 결과를 종합해 볼 때 무용교육 참여유무에 따른 사회성 특성간에 차이가 있을 뿐만 아니라 무용교육 참여유형과 참여정도에 따른 사회성 특성간에 차이가 있음을 시사해준다. 즉 무용경험은 무용경험을 하지 않은 경우와 비교해서 협동성, 책임성, 자율성이 요인이 높은 방향으로 나타나 사회성 형성 매개역활을 할 가능성이 있음을 제시해준다고 하겠다.

그러므로 무용교육은 참다운 인간형성을 위한 교육적 기능으로 작용할 것이
며, 무용이 갖는 감정표현의 기회를 부여할 수 있을 것이다. 이렇게 될 때 청소년들은 사회에 대해 긍정적 가치관과 적극적인 인생관을 가지고 사회생활에 참여할 수 있을 것이다.
무용교육은 무용이 가지고 있는 특유의 기능을 통하여 청소년들에게 공동체 의식 함양에 많은 공헌을 할 것이라고 판단된다. 따라서 학교에서의 무용 교육은 당연히 강조되어야 할 것이다.

다국어 초록 (Multilingual Abstract)

This study was intended to investigate the relationship between presence of dance participation and degree of dance participation, and social development between schoolgirl specializing in dance and the control group of the schoolgirl not specializing in dance. For this purpose, it was attempted to identify the difference in the presence of dance participation, the activity of dance participation(period, frequency and intensity), the type of dance participation(Korean dance, ballet, contemporary dance) and social development(cooperativeness, responsibility, law observance, autonomy, service) according to general characteristics. And itsought to analyze the causal relationship between the presence, type and degree of dance participation, and sociality development.
270 schoolgirls specializing in dance and 270 schoolgirls not specializing in dance were selected as the population from two academic high schools and four artistic high schools located in Seoul, the metropolitan area and Cholla Province. They were asked to complete the questionnaire in a self-adminstration method, and 540 schoolgirls were adopted as the effective sample size.
Data were analyzed using the statistical programs such as spss/pc11.5 and lisrel 8.30 and the method of statistical analysis was as follows.
First, the independent-samples T-test was conducted to test the difference in sociality development between both groups of schoolgirls according to the presence of participation in dance activity.
Second, one-way analysis of variance(one-way ANOVA) was conducted to test the sociality development between both groups of schoolgirls according to the type of participation in dance activity.
And Tueky''''''''''''''''s multiple comparison was conducted as a post-hoc test.
Third, multiple regression analysis was conducted to test the sociality development between both groups of schoolgirls according to the degree of participation in dance activity.
Based on the study results, the following conclusion was drawn:
1) The result of analysing the difference in sociality according to the presence of participation in dance activity showed that the mean of cooperativeness was higher for the group of participation in dance activity(p=3.39) than it was for the non-participation group(p=3.27). To test the difference in the mean between both groups, an attempt was made to conduct the independent-samples T-test of the difference in sociality development according to the presence of participation in dance activity. As a result, it was found that there was a statistically significant difference in such sub-factors of sociality development as cooperativeness, responsibility and autonomy at the 5% level of significance between both groups.
2) To identify the relationship between the type of participation in dance activity and sociality development, one-way analysis of variance(one-way ANOVA) was conducted about the difference in the sub-factors of sociality development by dividing the type of participation in dance activity into three groups(contemporary dance,
ballet and Korean dance). As a result, it was found that there was a statistically significant difference in the development of cooperativeness among three at the 5% level of significance.
3) An attempt was made to conduct the multiple regression analysis
of the relationship between schoolgirls specializing in dance and sociality development. As a result, it was found that the period of participation in dance activity as one of sub-factors of the degree of participation in dance activity had a significant effect on the development of cooperativeness, responsibility, autonomy and service at the 5% level of significance. And it was found that the frequency had a very statistically significant effect on the development of autonomy at the 5% level of significance. That is, it was found that the longer period of participation in dance activity and the higher frequency of participation in dance activity had a positive effect on the development of autonomy as one sub-factor of sociality development.
Taken together, the study results suggest that there is a difference in sociality characteristics not only according to the presence of participation in dance activity and but also according to the degree of participation in dance activity. That is, they suggest that compared to non-experience in dance, experience in dance has the higher possibility of playing a mediating role in forming sociality
as they developed more highly in such factors as cooperativeness, responsibility and autonomy.
Therefore, dance education would act as an educational function in forming a true man and provide students with an opportunity for the expression of emotions inherent in dance. Then, adolescents
could participate in social life with the positive value view and active life view in society.
It is judged that dance education will make a great contribution to enhancing adolescents'''''''''''''''' community spirit through a peculiar function embedded in dance.