체육수업에서 기본적 심리 욕구와 교사선호도가 수업 선호도 및 수업 만족도에 미치는 영향 = The Influence of Basic Psychological Needs and Teacher Preference's on the Preference's Class and Class Satisfaction in the Physical Education Class

다국어 초록 (Multilingual Abstract)

This study was designed to explain how psychological needs, competence, autonomy, relatedness, and teacher preference had influenced upon class preference and class satisfaction on the gym class. The research was based on questionnaires of totaling 600 middle school and high school students in Busan. The researcher explained contents in detail then questionnaires were noted for themselves. After discarding 93 questionnaires due to improper reponses, 507 were used. For materials process, it was used statistical program SPSS v. 12.0 and dealt with a computer.
To test concept feasibility study, searching factor analysis was conducted. To inspect difference among alternative factors, MANOVA verification was operated. Also, multiple regression analysis was conducted in order to derive a conclusion from this paper.
A significant level of p<.05 was used for all the statistical tests.
The results of this study are as follows.
1) Difference between male and female in psychological needs, class preference, and teacher preference in the class.
(1) In the gym class, male students showed higher levels of competence and autonomy than those of female students, while female students showed higher level of relatedness than that of male students.
(2) Male students showed higher level of class preference than that of female students, while both students showed similar level of teacher preference.
2) Difference between middle school and high school in psychological needs, class preference, and teacher preference in the class.
(1) In the class, high school students showed higher levels of competence and autonomy than those of middle school students, while middle school students showed higher level than that of high school students.
(2) High school students showed slightly higher levels on class preference and teacher preference than those of middle students.
3) Difference between gym grade in psychological needs
Gym grades affected positively in the psychological needs of competence, autonomy and relatedness.
4) Difference between teacher preference in psychological needs and class preference.
(1) Autonomy had positive relationship with gym teacher preference. Competence and relatedness showed high level in the case of the highest preference for gym teachers, but those showed similar level in normal or low.
(2) Gym teacher preference had positive relationship with class preference.
5) Relations between psychological needs and class preference.
(1) The result of analysis on the relations between psychological needs and class preference revealed that the major factor is autonomy.
(2) The result of analysis on the relations between psychological needs of male students and class preference revealed that the major factor is autonomy.
(3) The result of analysis on the relations between psychological needs of female students and class preference revealed that the major factor is autonomy.
(4) The result of analysis on the relations between psychological needs of middle school students and class preference revealed that the major factor is autonomy.
(5) The result of analysis on the relations between psychological needs of high school students and class preference revealed that the major factor is autonomy.
6) Relations among psychological needs(autonomy, competence), teacher preference and class preference.
(1) The result of analysis on the relations among psychological needs(autonomy, competence), teacher preference and class preference revealed that teacher preference had the highest influence.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 5
• 3. 연구 가설 = 6
• Ⅱ. 이론적 배경 = 7
• 1. 체육의 개념적 정의 = 7
• 1) 체육의 정의 = 7
• 2) 체육과의 성격 = 9
• 3) 학교 체육교육의 목표 = 10
• 2. 심리적 욕구 = 13
• 1) 욕구의 구조 = 13
• 2) 유기체의 심리적 욕구 : 유능감, 자결성, 관계성 = 15
• 3) 유능성 동기이론 = 17
• 4) 자기 결정 = 19
• 3. 체육교사 = 24
• 1) 체육교사의 기능 = 24
• 2) 체육교사의 자질 = 25
• 3) 체육교사의 지도력 = 25
• 4) 학생들이 좋아하는 교사 = 26
• 4. 7차 체육과 교육과정 = 27
• 1) 7차 교육과정 체육과의 성격 = 27
• 2) 7차 교육과정 체육과 성격 = 28
• 3) 7차 교육과정 체육과 내용 = 29
• 5. 선행연구 = 31
• Ⅲ. 연구방법 = 33
• 1. 연구대상 = 33
• 2. 측정도구 = 34
• 1) 기초조사 = 34
• 2) 심리적 욕구 척도 = 34
• 3) 체육수업 선호도 및 교사 선호도 = 35
• 3. 측정도구의 타당도 및 신뢰도 검사 = 35
• 1) 측정도구의 타당도 검사 = 35
• 2) 측정도구의 신뢰도 검사 = 43
• 4. 조사방법 = 45
• 5. 연구절차 = 46
• 6. 자료처리 = 48
• Ⅳ. 연구결과 = 49
• 1. 연구결과 = 49
• 1) 각 변인별 심리적 욕구 분석 = 49
• 2) 체육성적별 심리적 욕구 분석 = 52
• 3) 체육교사 선호별 심리적 욕구 분석 = 54
• 4) 성별 × 중고별 수업선호와 교사선호의 분석 = 56
• 5) 체육성적별 수업 선호와 교사선호도 분석 = 59
• 6) 교사선호별 수업선호 분석 = 61
• 2. 심리적 욕구 요인이 수업 선호 및 수업만족도에 미치는 영향 = 63
• 1) 각 요인별 상관관계 = 63
• 2) 심리적 욕구와 수업선호도의 중다회귀분석 결과 = 64
• 3) 성별 심리적 욕구가 수업선호에 미치는 영향 = 65
• 4) 중·고별 심리적 욕구가 수업선호도에 미치는 영향 = 67
• 5) 심리적 욕구와 교사선호도가 수업만족도에 미치는 영향 = 69
• Ⅴ. 논의 = 70
• Ⅵ. 결론 및 제언 = 77
• 1. 결론 = 77
• 2. 제언 = 81
• 참고문헌 = 83
• Abstract = 88
• 부록 = 93