초등학생의 방과 후 무용활동 참여에 따른 신체적 자기개념과 사회성의 관계 = Relations between Physical Self-Concept and Sociality of Elementary School Students according to Their After-School Dance Activity Participation

다국어 초록 (Multilingual Abstract)

This study was designed to identify the relations between physical self-concept and sociality of elementary school students according to their after-school dance activity participation, and targeted on the elementary school students in Kyunggi province for a survey.
Thus, as a result of analyzing the responses based on a statistical test, the conclusion was as follows.
First, higher physical self-concept reflected student's higher frequency and participation period of dance activity.
Second, the physical self-concept was higher in the students who participated in a pure dance, ballet than those who participated in jazz or pop-dance.
Third, the sociality was higher in the dance activity participants than non-participants.
Fourth, the physical self-concept had a positive effect on the development of sociality.
Summing up the above findings, the dance activity participation of elementary school students had a positive effect on the physical self-concept, and accordingly worked as an important factor to bring out higher perception of their sociality.
Thus, the whole-person education is required to establish a leadership, reliability, sociality and cooperativity by actively encouraging children to have a dance activity which can improve their talents for a desirable concept of self and sex, sociality, under the circumstances that the development of physical self-concept and sociality are having a negative influence by the lack of home sociality education due to knowledge-centered, academic achievement-based education, low fertility and nuclear family system. Also, various after-school dance activity programs are required to elementary school students for the whole-person education.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 문제 = 3
• 3. 연구의 가설 = 4
• 4. 연구의 제한점 = 4
• 5. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 방과 후 학교 = 6
• 2. 무용 교육의 필요성 및 가치 = 7
• 3. 초등학교 무용교육과 가치 = 11
• 4. 신체적 자기개념 = 14
• 5. 사회성의 개념 = 16
• Ⅲ. 연구 방법 = 19
• 1. 연구 대상 = 19
• 2. 연구 기간 = 20
• 3. 조사 도구 = 20
• 4. 조사 방법 및 절차 = 25
• 5. 자료처리 방법 = 25
• IV. 연구 결과 = 27
• 1. 인구통계학적 특성에 대한 백분율 결과 = 27
• 2. 신체적 자기개념과 사회성의 상관관계 분석 결과 = 28
• 3. 무용활동 참여 유·무에 대한 신체적 자기개념의 t-검증 결과 = 29
• 4. 배경변인별에 대한 신체적 자기개념의 ANOVA 결과 = 30
• 5. 무용활동 참여 유·무에 대한 사회성의 t-검증 결과 = 32
• 6. 배경변인별에 대한 사회성의 ANOVA 결과 = 33
• 7. 신체적 자기개념과 사회성의 다중회귀분석 결과 = 34
• V. 논의 = 36
• 1. 인구통계학적 변인에 대한 신체 자기개념과의 관계 = 36
• 2. 무용 참여 유·무와 배경변인별에 대한 사회성의 관계 = 37
• 3. 신체적 자기개념과 사회성의 관계 = 38
• Ⅵ. 결론 = 39
• 참고문헌 = 40
• ABSTRACT = 44
• 부록 = 46