무용 수업에 참여한 초등학생들의 감성지능과 자기효능감 및 또래 유능성과의 관계

국문 초록 (Abstract)

본 연구는 무용 수업에 참여중인 초등학생을 모집단으로 설정하고 유의표집방법을 사용하여 총 223부의 자료로 최종분석에 사용하였다. 수집된 자료 중 분석 가능한 자료를 가지고 SPSS 18.0을 이용하여 T-검정, 다중회귀분석, 상관관계분석을 하였고, 이러한 연구방법을 통하여 얻어진 결론은 다음과 같다.
첫째, 무용 수업에 참여한 초등학생의 감성지능은 일반 초등학생에 비해 높은 수준으로 나타나 신체표현활동이 초등학생의 감성지능에 긍정적인 영향을 끼친 것으로 보여 지며, 성별에 따른 감성지능은 ‘남자’가 ‘여자’보다 높게 나타났으나 유의한 차이를 보이지는 않았다.
둘째, 무용 수업에 참여한 초등학생의 자기효능감은 일반 초등학생에 비해 높은 수준으로 나타나 신체표현활동이 초등학생의 자기효능감에 긍정적인 영향을 끼친 것으로 보여 지며, 성별에 따른 자기효능감은 ‘여자’가 ‘남자’보다 높게 나타났으나 유의한 차이를 보이지는 않았다.
셋째, 무용 수업에 참여한 초등학생의 또래 유능성은 일반 초등학생에 비해 높은 수준으로 나타나 신체표현활동이 초등학생의 또래 유능성에 긍정적인 영향을 끼친 것으로 보여 지며, 성별에 따른 또래 유능성은 ‘남자’가 ‘여자’보다 유의한 차이를 보이고 있었다.
넷째, 무용 수업에 참여한 초등학생의 감성지능, 자기효능감, 또래 유능성의 상관관계 분석에서 유의한 상관을 나타내고 있었다.
다섯째, 감성지능 하위요인에 따른 자기효능감 다중회귀분석 결과, 자기효능감에 35%의 영향력을 나타내고 있으며 특히 감성지능 하위요인 중 “긍정성”요인, “부정성”요인, “눈치성”요인은 자기효능감과 유의한 관계가 있는 것으로 나타내고 있었다.
여섯째, 감성지능 하위요인에 따른 또래 유능성 다중회귀분석 결과, 또래 유능성에 47.1%의 영향력을 나타내고 있으며 특히 감성지능 하위요인 중 “긍정성”요인, “소심성”요인, “부정성”요인, “눈치성”요인은 감성지능과 유의한 관계가 있는 것으로 나타내고 있었다.
일곱째, 자기효능감은 또래 유능성에 45.6%의 영향력을 나타내고 있으며, 하위요인 중 “조직력”요인은 또래 유능성과 유의한 관계를 나타내고 있었다.
자아가 형성되는 시기인 초등학교 아동에게 무용 수업은 감성지능, 자기효능감, 또래 유능성을 증진시키는데 영향력이 있음을 알 수 있었으며, 이는 신체표현활동을 통해 신체적, 정서적, 사회적 발달을 길러주고 무한한 상상력을 제공할 뿐만 아니라 나아가 아동에게 즐거운 삶을 보장할 수 있는 사회 정서적 유능감을 증진시켜 줄 것이다.
따라서 아동의 건강한 자아를 발달시키기 위해서 신체표현활동을 통한 무용 수업은 아동기의 성장발달에 가장 필요한 교육이며, 보다 좋은 교육효과를 제공할 수 있게 구성되어져야 한다고 생각되고 향후 더욱더 많은 연구들이 이루어지기를 바란다.

다국어 초록 (Multilingual Abstract)

This study used the total 223 copies of data as the final analysis by using the significance sampling method after selecting elementary schoolers participating in dance classes as the sampling group. For the data possible to be analyzed from the collected data, T-Test, multiple regression analysis and the correlation analysis were conducted by using SPSS 18.0 and the results are like below.
First, the emotional intelligence of the elementary schoolers who participated in dance classes is shown to be higher than general elementary schoolers, which means that physical expression activities have positive effect on the elementary schoolers' emotional intelligence. Even though 'boys' emotional intelligence is higher than 'girls' one, there is no such significant difference.
Second, the self-efficacy of the elementary schoolers' who participated in dance classes is shown to be higher than general elementary schoolers, which means that physical expression activities have positive effect on the elementary schoolers' self-efficacy. Even though 'girls' self-efficacy is higher than 'boys' one, there is no such significant difference.
Third, the peer competence of the elementary schoolers who participated in dance classes is shown to be higher than general elementary schoolers, which means that physical expression activities have positive effect on the elementary schoolers' peer competence. For the peer competence in accordance with sex, 'boys' peer competence is significantly higher than 'girls'.
Fourth, significant correlation is shown in the correlation analysis for the emotional intelligence, self-efficacy and peer competence of the elementary schoolers participated in dance classes.
Fifth, in the result of multiple regression analysis of self-efficacy in accordance with the subordinate factors of emotional intelligence, it has 35% influence on self-efficacy. Especially, "positivity' factor, "negativity" factor and "sense" factor among the subordinate factors of emotional intelligence are shown to have significant relations with self-efficacy.
Sixth, in the result of multiple regression analysis of peer competence in accordance with the subordinate factors of emotional intelligence, it has 47.1% influence on peer competence. Especially, "positivity" factor, "timidity" factor", "negativity" factor and "sense" factor are shown to have significant relations with emotional intelligence.
Seventh, self-efficacy is shown to have 45.6% influence on peer competence while "organizing ability" factor among the subordinate factors is shown to have significant relation with peer competence.
It is found that dance classes has influence on improving emotional intelligence, self-efficacy and peer competence of elementary schoolers whose egos start to be formed, which means that physical expression activities act as not only providing physical/emotional/social development and infinite imagination, but also improving social/emotional competence which can guarantee children's happy lives.
Thus in order to develop children's healthy egos, dance classes through physical expression activities are mostly essential education for the growth and development in childhood. They should be formed to provide better educational effects as more studies on this should be conducted in the future.

목차 (Table of Contents)

• Ⅰ. 서론 ···································································1
• 1. 연구의 필요성 ································································1
• 2. 연구의 목적 ··································································4
• 3. 연구의 가설 ··································································5
• 4. 연구의 제한점 ································································5
• Ⅱ. 이론적 배경 ···························································6
• 1. 초등교육과 무용수업 ························································6
• 1) 초등 무용수업의 중요성 ·················································6
• 2) 초등 무용수업의 현황 ····················································8
• 2. 감성지능 ······································································9
• 1) 감성지능의 개념 ··························································9
• 2) 감성지능의 구성요소 ····················································10
• (1) 자기 인식 능력 ························································11
• (2) 자기 조절 능력 ························································11
• (3) 자기 동기화 능력 ·····················································12
• (4) 타인의 감정 인식 능력 (감정이입) ··································12
• (5) 대인관계 관리 능력(인간관계) ·······································13
• 3. 자기효능감 ··································································13
• 1) 자기효능감의 개념 ······················································13
• 2) 자기효능감의 구성요소 ·················································16
• (1) 자신감 ·································································16
• (2) 자기 조절 효능감 ·····················································16
• (3) 과제의 난이도 ························································16
• 4. 또래 유능성 ·································································17
• 1) 또래 유능성의 개념 ·····················································17
• 2) 또래 유능성의 구성요소 ················································18
• (1) 사교성 ··································································18
• (2) 친사회성 ································································19
• (3) 주도성 ··································································19
• Ⅲ. 연구 방법 ···························································21
• 1. 연구 대상 ····································································21
• 2. 조사 도구 ····································································21
• 3. 조사 절차 ····································································24
• 4. 자료 처리 ····································································25
• Ⅳ. 연구 결과 ···························································26
• 1. 무용 수업에 참여한 초등학생의 성별에 따른 감성지능 ···············26
• 2. 무용 수업에 참여한 초등학생의 성별에 따른 자기효능감 ···········26
• 3. 무용 수업에 참여한 초등학생의 성별에 따른 또래 유능성 ··········26
• 4. 무용 수업에 참여한 초등학생의 감성지능, 자기효능감, 또래 유능성에
• 대한 상관관계 및 다중회귀분석 ·············································27
• Ⅴ. 논의 및 결론 ························································30
• 1. 논의 ·········································································30
• 2. 결론 ·········································································37
• ■ 참고문헌 ·····························································39
• ■ 부록 ··································································46
• ■ Abstract ·····························································53
• 표 목 차
• 표 1. 연구대상자의 개인적 특성 ··············································21
• 표 2. 감성지능 요인분석 ·······················································22
• 표 3. 자기효능감 요인분석 ···················································23
• 표 4. 또래 유능성 요인분석 ··················································24
• 표 5. 성별에 따른 감성지능 t-검정 결과 ···································26
• 표 6. 성별에 따른 자기효능감 t-검정 결과 ·································26
• 표 7. 성별에 따른 또래 유능성 t-검정 결과 ·······························27
• 표 8. 감성지능, 자기효능감, 또래 유능성 상관관계 ························27
• 표 9. 감성지능 하위요인에 따른 자기효능감 다중회귀분석 ··············28
• 표 10. 감성지능 하위요인에 따른 또래 유능성 다중회귀분석 ············28
• 표 11. 자기효능감에 따른 또래 유능성 다중회귀분석 ·····················29
• 그 림 목 차
• 그림 1. Bandura 이론의 조작적 개념의 이지적 궤적모형(Bandura, 1977)··15