체육수업에서의 한국형 기본적 심리욕구 만족 및 자결성 동기 척도 개발

다국어 초록 (Multilingual Abstract)

The purposes of these studies based the basic psychological needs and self-determination motivation in a secondary school physical education settings were to achieve three goals. The first study's goal was to develop the Korean basic psychological needs scale. The second one was to develop the Korean self-determination motivation scale. The last one was to analyze the relationship between the basic psychological needs and self-determination motivation.
In order to achieve validation of the first and second studies, 1,904 secondary school students of Busan metropolitan city were participated in these studies through stratified random sampling. Different analytical methods such as inductive content analysis, descriptive analysis, exploratory and confirmatory factor analysis, and reliability analysis were conducted through PC using SPSS version 19.0 and AMOS version 19.0. A significance level of p<.05 was used for all statistical tests. The results of the first and second studies were as follows:
1. Development of the Korean Basic Psychological Needs Scale

First, a questionnaire that included 62 items and was considered students perception about the basic psychological needs in a secondary school physical education settings was made of open-ended questionnaire.
Second, the final version including 15 items of 3 factors(autonomy need, competence need, relatedness need) was composed for various analyzing processes.
Third, the suitability of 15 items of 3 factors extracted from the final version was verified.

2. Development of the Korean Self-Determination Motivation Scale

First, a questionnaire was prepared including 52 items that students perceived the self-determination motivation in a secondary school physical education settings based on open-ended questionnaire.
Second, the final version including 24 items of 6 factors(intrinsic motivation, identified regulation, introjected regulation, learning external regulation, situational external regulation, amotivation) was composed for various analyzing processes.
Third, the suitability of 24 items of 6 factors extracted from the final version was verified.

To achieve the purpose of the relationships of the basic psychological needs and self-determination motivation in the third study, 1,113 secondary school students of Busan metropolitan city participated in stratified random sampling. Different analytical methods such as MANOVA, correlation analysis, multiple regression analysis, and covariance structure analysis were conducted through PC using SPSS version 19.0 and AMOS version 19.0. A significance level of p<.05 was used for all statistical tests. The results of the third study were as follows:

First, there were differences of the basic psychological needs and self-determination motivation according to gender and school levels in a secondary school physical education settings.
Second, the basic psychological needs has a positive correlation with intrinsic motivation, identified regulation, introjected regulation and it has a negative correlation with learning external regulation, situational external regulation, amotivation.
Third, the relationship between basic psychological needs and self-determination motivation has a positive relation with intrinsic motivation, identified regulation, introjected regulation and it has a negative relation with learning external regulation, situational external regulation, amotivation.
Fourth, the covariance structure of the basic psychological needs and self-determination motivation was verified.

To condensate these results, if students satisfy the basic psychological needs in a physical education settings, they can be motivated and affected positively in physical education class. Also, students can consistently concentrate on physical education class and participate in exercise and sports actively. First of all, satisfaction of autonomy need highly relate with intrinsic motivation, and then, high intrinsic motivation lead to reach positive response to conclusion of physical education class. Therefore, physical education teachers should consider more seriously autonomy need in the physical education class and help each student satisfy autonomy need.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 1
• 2. 연구의 목적 7
• 3. 용어의 정의 8
• 4. 연구의 제한점 11
• Ⅱ. 이론적 배경 12
• 1. 자결성 이론 12
• 2. 기본적 심리욕구 만족 21
• 3. 자결성 동기 35
• 4. 기본적 심리욕구 만족과 동기의 관계 50
• Ⅲ. 연구방법 52
• 1. 연구대상 52
• 2. 조사도구 53
• 3. 조사방법 54
• 4. 연구절차 55
• 5. 자료분석 57
• Ⅳ. 기본적 심리욕구 만족 척도 개발 61
• 1. 기본적 심리욕구 만족 개방형 설문자료 분석 61
• 2. 기본적 심리욕구 만족 예비판 척도 제작 66
• 3. 기본적 심리욕구 만족 최종판 척도 제작 70
• Ⅴ. 자결성 동기 척도 개발 80
• 1. 자결성 동기 개방형 설문자료 분석 80
• 2. 자결성 동기 예비판 척도 제작 86
• 3. 자결성 동기 최종판 척도 제작 92
• Ⅵ. 기본적 심리욕구 만족과 자결성 동기 관계 104
• 1. 성별 요인 간의 차이 분석 104
• 2. 학교급별 요인 간의 차이 분석 109
• 3. 기본적 심리욕구 만족과 자결성 동기 관계 검증 114
• Ⅶ. 논의 124
• 1. 체육수업에서의 한국형 기본적 심리욕구 만족 척도 124
• 2. 체육수업에서의 한국형 자결성 동기 척도 128
• 3. 체육수업에서의 기본적 심리욕구 만족과 자결성 동기 관계 131
• Ⅷ. 결론 및 제언 134
• 1. 결론 134
• 2. 제언 137
• 참고문헌 139
• Abstract 150
• 부 록 153