가정환경변인과 유아교사변인이 유아의 음악적 능력 및 태도에 미치는 영향 = (The) effect of home environment and teacher variables on children's musical ability and attitude

다국어 초록 (Multilingual Abstract)

The purpose of this study were to investigate the effect of children's musical home environment, teacher's music teaching efficacy and music education–related activity in kindergarten on children's musical ability and attitude. The theoretical path model were set by the measuring psychological and physical home environment as home environment variables and teacher's music teaching efficacy and music education-related activity as teacher variables.

The path model carried out a path analysis in AMOS 5.0, then tested statistical significance of each regression value for finding fit between the path model and real value. After verification of model fit, variables affected on children's musical ability and attitude were analyzed.

In doing the tests, 235 children in 7-year-old group and 13 kindergarten teachers in Gyeongbuk were sampled

The major results of this study were as follows;
1.The effect of home environment variables on children's musical ability and attitude.
First, psychological home environment positively affected on children's musical ability even though it was not statistically meaningful. And psychological home environment indirectly affected on children's musical ability through children's musical attitude.
Second, psychological home environment positively affected on children's musical attitude even though it was not statistically meaningful.
Third, physical home environment positively affected on children's musical attitude even though it was not statistically meaningful.
2.The effect of teacher variables on children's musical ability and attitude.
First, teacher's music teaching efficacy directly affected on children's musical ability, and music teaching efficacy indirectly affected on children's musical ability through children's musical attitude.
Second, teacher's music teaching efficacy directly affected on children's musical attitude.
Third, teacher's music teaching efficacy directly affected on children's music education-related activity.
Forth, music education-related activity at kindergarten directly affected on children's musical attitude.
Fifth, children's musical attitude directly affected on children's musical ability.

As seen from the above study, musical home environment contacted by children in everyday life positively affected on children's music education, psychological and physical environment were harmonically composed. Music program should be prepared for promoting children's musical ability and attitude by means of approaching natural music considering not only plentiful music home environment but music environment quality.

Since teacher's music teaching efficacy positively affected on children's musical ability and attitude, an effective music training program provided an effective music teaching method and contents for real music activity together are needed, and some active music experiences changing the perception that music is delightful are also required for teachers.

Many field applicable program should be provided with many support for teacher's to develop music activities with children in kindergarten, but teacher's effort also should be required.

목차 (Table of Contents)

• 목차
• (Abstract)
• I. 서론1
• 1. 연구문제의 진술 1
• 2. 연구의 중요성 6
• 3. 용어의 정의 8
• 1) 유아의 음악적 능력 8
• 2) 유아의 음악적 태도 9
• 3) 가정의 음악적 환경 9
• 4) 음악교수효능감 9
• 5) 음악교육활동 10
• 4. 연구의 제한점 10
• II. 이론적 배경 및 선행 연구의 고찰 11
• 1. 유아의 음악적 능력과 태도 11
• 1) 유아의 음악적 능력 11
• 2) 유아의 음악적 태도 18
• 3) 유아의 음악적 능력과 태도 20
• 2. 가정환경변인과 유아의 음악적 능력 및 태도 21
• 1) 가정의 음악적 환경과 유아의 음악적 능력 21
• 2) 가정의 음악적 환경과 유아의 음악적 태도 24
• 3. 유아교사변인과 유아의 음악적 능력 및 태도 25
• 1) 유아교사의 음악교수효능감 25
• 2) 유아교사의 음악교육활동 27
• 3) 음악교수효능감과 유아의 음악적 능력 및 태도 30
• 4) 음악교수효능감과 음악교육활동 31
• 5) 음악교육활동과 유아의 음악적 능력 및 태도 32
• 4. 연구의 개념 모형 33
• III. 연구방법 35
• 1. 연구대상 35
• 2. 측정 도구 37
• 1) 유아의 음악적 능력 37
• 2) 유아의 음악적 태도 37
• 3) 가정의 음악적 환경 38
• 4) 음악교수효능감 39
• 5) 음악교육활동 40
• 3. 연구절차 40
• 4. 자료분석 42
• IV. 결과 43
• 1. 유아의 음악적 능력과 태도와 관련 변인들 간의 관계 43
• 2. 유아의 음악적 태도와 능력과 관련변인 간의 경로분석 44
• 3. 연구 모델의 부합도 검증 46
• V. 논의 48
• VI. 결론 및 제언 54
• 참고문헌 56
• 부 록: 질문지･검사지 68
• 표 목 차
• <표II-1> Campell & Scott-Kassner(1995)가 제시한 리듬과 선율의 하위개념 15
• <표III-1> 연구 대상의 일반적인 배경(n=235) 35
• <표III-2> 음악적태도 검사 도구의 영역별 구성 내용 신뢰도 38
• <표III-3> 유아 음악 교육에 대한 교수효능감 척도 내용 39
• <표IV-1> 평균, 표준 편차 그리고 상관계수(n=235) 43
• <표IV-2> 각 효과별 경로계수의 통계적 유의성 검증 결과 45
• <표IV-3> 부합도 평가 결과 46
• <표IV-4> 인과모형에 따른 변인 간 상관계수의 분할 47
• 그림목차
• <그림II-1> 유아의 음악적 능력과 태도 관련 변인의 연구모형 34
• <그림IV-1> 경로모형(표준화경로계수) 45