A Study on the Effect of Learning Stress on Learning Satisfaction in Solfege and Ear Training Courses : Mediating Effect of?Psychological Resilience and Learning Motivation = 시창과 청음(Solfege and Ear Training) 과정의 학습스트레스가 학습만족도에 미치는 영향|RISS 상세보기

다국어 초록 (Multilingual Abstract)

In the past ten years, vocational colleges have made continuous efforts in the teaching reform of preschool education in China, focusing on the cultivation of students' vocational skills. The emotional education function of music can promote the formation of children's sound personality, which is one of the necessary teaching skills for preschool teachers. Creating a team of high-quality kindergarten teachers who are good at caring and teaching innovation is an indispensable part of children's development and is crucial to the improvement of children's comprehensive quality.
This study provides a new perspective for the research on the learning stress, learning motivation, psychological resilience and learning satisfaction of preschool education major students in vocational college after being taught by Dalcroze eurhythmics in the solfege and ear training course. Because solfege and ear training are basic courses of music skills. The preschool education major students enrolled in vocational college have great learning stress in this course because of their weak foundation and the complexity of the source of students. It has a negative impact on the subsequent vocal and piano courses, which in turn affects the employability.
This study aims to explore the relationship between learning stress and learning satisfaction, learning motivation and the mediating effect of psychological resilience among preschool education major students in vocational college after the solfege and ear training course is taught by Dalcroze eurhythmics.
And this study method selects sophomore to preschool education major students in a vocational college in Hunan Province, and collects data through the "Learning Stress Scale", "Learning Motivation Scale", "Psychological Resilience Scale", and "Learning Satisfaction Scale". In this research, SPSS 25.0 and AMOS 24.0 were used for statistical analysis of valid data, including significant differences among the demographic variables, and the correlation among the four variables (learning stress, learning motivation, psychological resilience and learning satisfaction).
At results, the learning stress of preschool education major students in vocational college is affected by factors such as the place of birth, high school graduates type, only child or not, systematically studied solfege and ear training before college. Rural area students have higher than learning stress urban areas students. Normal high school graduates students have higher than learning stress vocational high school graduates students. Non-only-child students have higher than learning stress only-child students. Students systematically studied solfege and ear training before college have higher learning stress than students not systematically studied before college.
In these study conclusions, learning stress, learning motivation, and psychological resilience are significantly related to learning satisfaction. Learning stress was significantly negatively correlated with learning satisfaction, learning stress was significantly negatively correlated with learning motivation, learning stress was significantly negatively correlated with psychological resilience. Psychological resilience was significantly positively correlated with learning satisfaction. And learning motivation was significantly correlated with learning satisfaction positive correlation. Psychological resilience plays a mediating effect in the impact of learning stress on learning satisfaction. Learning motivation can also play a mediating effect in the impact of learning stress on learning satisfaction.
In this study suggestions, First of all, pay attention to the learning stress of preschool education major students in solfege and ear training. Secondly, through the Dalcroze eurhythmics, cultivate students' learning motivation and reduce learning stress. Finally, develop psychological resilience and promote self-growth. improve student learning satisfaction.

번역하기

목차 (Table of Contents)

Abstract iii
Ⅰ. Introduction 1
1. Research Necessity 1
2. Research Purpose 5

Abstract iii
Ⅰ. Introduction 1
1. Research Necessity 1
2. Research Purpose 5
3. Research Questions 6
4. Definition of Terminology 7
Ⅱ. Theoretical Background 11
1. Vocational College 11
1) Definition of Vocational College 11
2) Development of Chinese Vocational Colleges 13
2. Preschool Education Major 15
1) Definition of Preschool Education Major 15
2) Professional Development of Preschool Education in China 17
3. Solfege and Ear Training 20
1) Theoretical Review of Solfege and Ear Training 20
2) The Development of Western Solfege and Ear Training 21
3) The Development of Chinese Solfege and Ear Training 22
4) Solfege and Ear Training Course for Preschool Education Major Introduction 26
5) Solfege and Ear Training Course for Preschool Education Major Nature and Tasks 26
6) Solfege and Ear Training Course for Preschool Education Major Goals and Requirements 27
7) Solfege and Ear Training Course for Preschool Education Major Teaching Model and Teaching Method 29
4. Dalcroze Eurhythmics 34
1) The Background of Dalcroze Eurhythmics 34
2) The Teaching Philosophy of Dalcroze Eurhythmics 35
3) The Composition of Dalcroze Eurhythmics 36
4) The Instructional Design of Dalcroze Eurhythmics 38
5. Learning Stress 44
1) Definition of Learning Stress 44
2) Sources of Learning Stress 47
3) Factors Affecting Learning Stress 48
6. Learning Motivation 49
1) Definition of Learning Motivation 49
2) The Causes of Learning Motivation 52
3) Influencing Factors of Learning Motivation 54
7. Psychological Resilience 55
1) Definition of Psychological Resilience 55
2) The Structure of Psychological Resilience 59
3) Factors Affecting Psychological Resilience 61
8. Learning Satisfaction 63
1) Definition of Learning Satisfaction 63
2) Components of Learning Satisfaction 66
3) Influencing Factors of Learning Satisfaction 67
9. The Relationship among Learning Stress, Learning Motivation, Psychological Resilience and Learning Satisfaction 69
1) The Relationship between Learning stress and Learning Satisfaction 69
2) The Relationship between Learning Stress and Learning Motivation 69
3) The Relationship between Learning Stress and Psychological Resilience 70
4) The Relationship among Learning Motivation and Learning Satisfaction 71
5) The Relationship among Psychological Resilience and Learning Satisfaction 72
6) The Relationship among Learning Stress, Psychological Resilience and Learning Satisfaction 73
7) The Relationship among Learning Stress, Learning Motivation and Learning Satisfaction 74
III. Research Methods 76
1. Research Model and Hypothesis 76
1) Research Model 76
2) Research Hypothesis 82
2. Research Object 82
3. Research Tool 83
1) Learning Stress Scale 83
2) Learning Motivation Scale 86
3) Psychological Resilience Scale 89
4) Learning Satisfaction Scale 91
IV. Research Results 94
1. Descriptive Statistic Results of Learning Stress, Psychological Resilience, Learning Motivation and Learning Satisfaction 94
2. Difference Analysis Results of Demographic Variables in Learning Stress, Psychological Resilience, Learning Motivation and Learning Satisfaction 95
1) Analysis of Demographic Variables of Learning Stress 96
2) Analysis of Demographic Variables of Psychological Resilience 99
3) Analysis of Demographic Variables of Learning Motivation 103
4) Analysis of Demographic Variables of Learning Satisfaction 107
3. Correlation Analysis of Learning Stress, Psychological Resilience, Learning Motivation and Learning Satisfaction 111
4. Regression Analysis of Learning Stress, Psychological Resilience, Learning Motivation and Learning Satisfaction 114
1) Regression Analysis of Learning Stress on Learning Satisfaction 114
2) Regression Analysis of Learning Stress on Psychological Resilience 115
3) Regression Analysis of Learning Stress on Learning Motivation 116
4) Regression Analysis of Psychological Resilience on Learning Satisfaction 117
5) Regression Analysis of Learning Motivation on Learning Satisfaction 118
5. Analysis of the Mediating Effect of Psychological Resilience and Learning Motivation between Learning Stress and Learning Satisfaction 119
1) Model Structure and Model Fit 119
2) Path Analysis 121
3) Test Results of Mediating Effect 122
V. Discussion 124
1. Discussion of Differences in Learning Stress among Demographic Variables 124
2. Discussion of Differences in Learning Motivation among Demographic Variables 128
3. Discussion on Differences in Psychological Resilience among Demographic Variables 132
4. Discussion on the Differences of Learning Satisfaction among Demographic Variables 135
Ⅵ. Conclusions, Suggestions and Inadequacies 139
1. Conclusions 139
2. Suggestions 144
3. Inadequacies 149
References 156
Appendix 183
국문초록 186

참고문헌 (Reference)

1. With Dalcroze Techniques, Anderson, W. M., 70(4), 52-55, , 1983

2. Resilience in development, Werner , E. E., 4(3), 81-84, , 1995

3. Shrunken version of Ci Hai, Xia, Z. N., 1989 edition, , 1989

4. The psychology of learning, Thorndike, E. L., Vol. 2, , 1913

5. Dalcroze-based improvisations, Abramson, R. M., 66(5), 62-68, , 1980

6. Risk, resilience, and recovery, Werner, E., 21(1), 18, , 2012

7. On Montessori's view of children, Huo, L. Y, 6, 51-56, , 2000

8. Mathematics in the decroly school, Libois, L., 182-186, , 1971

9. Scaffolding the Dalcroze approach, Jones, J. D., 32(1), 5-12, , 2018

10. Orff-Schulwerk in the new millennium, Goodkin, D., 88(3), 17-23, , 2001