This study would investigate the background variables of the achievement goal orientation and university life adaptation of university students in dance major and empirically reveal the relationship between the variables. To achieve this research purp...
This study would investigate the background variables of the achievement goal orientation and university life adaptation of university students in dance major and empirically reveal the relationship between the variables. To achieve this research purpose, a survey was conducted with 200 university students in dance major enrolled in five universities located in Seoul, which was conducted as an untact survey due to Coronavirus(COVID-19). The questionnaire was drawn up, using Naver Form, and it was set up so that the questionnaire could be submitted only if all questions were responded. As for the measuring tool, a scale on two areas of achievement goal orientation and university life adaptation was used, and sub-factors of achievement goal orientation consisted of mastery approach, mastery avoidance, performance approach, and performance avoidance, and sub-factors of university life adaptation consisted of academic adaptation, social adaptation, personal-emotional adaptation, university-environmental adaptation. The collected data in this study were analyzed, using SPSS/WIN 25.0 Software, and as concrete statistical techniques, frequency analysis, Pearson product-moment correlation analysis, and MANOVA were conducted. The following research results were drawn through these research procedures.
First, as for the general tendency of the achievement goal orientation of university students in dance major, the mean of mastery approach was the highest, and as for the general tendency of university life adaptation, that of university-environmental adaptation was the highest.
Second, in the relationships among the sub-areas of achievement goal orientation (mastery approach, mastery avoidance, performance approach, and performance avoidance), it turned out that there were statistically significant positive relationships between mastery approach and performance approach (r=.213, p<.01), between mastery avoidance and performance avoidance (r=.495, p<.01), and between performance approach and performance avoidance (r=.185, p<.01). Also, there were statistically significant negative relationships of mastery approach with mastery avoidance (r=-.348, p<.01) and performance avoidance (r=-.242, p<.01).
Third, there were statistically significant positive relationships among the sub-areas of university life adaptation (academic adaptation, social adaptation, personal-emotional adaptation, and university-environmental adaptation) (.633≤r≤.795, p<.01). It turned out that the relationship between academic adaptation and university-environmental adaptation (r=.795, p<.01) was the highest.
Fourth, it turned out that there were differences in achievement goal orientation (mastery approach, mastery avoidance, performance approach, amd performance avoidance) according to the research subjects’ general characteristics (sex, year, and genre). The mean of mastery approach and performance approach was higher in male students than in female students while the mean of mastery avoidance and performance avoidance was higher in female students than in male students. The mean of mastery approach was the highest in seniors, the mean of performance approach was the highest in juniors, and the mean of mastery avoidance and performance avoidance was high in sophomores. The mean of other genres was the highest in mastery approach and performance approach while the mean of the genre of ballet was the highest in mastery avoidance and performance avoidance.
Fifth, it turned out that there were differences in university life adaptation (academic adaptation, social adaptation, personal-emotional adaptation, and university-environmental adaptation) according to the research subjects’ general characteristics (sex, year, and genre). The mean was higher in male students than in female students in all areas of university life adaptation, and the mean of academic adaptation, personal-emotional adaptation, and university-environmental adaptation was high in freshmen. In all areas of university life adaptation, the mean of other genres was the highest.
Thus, the results of this study have a theoretical value that they provide the baseline data for the development of a program effective for the right university life adaptation by proposing the factors related to individuals’ achievement goal orientation and university life adaptation, focusing on sex, year, and genre, the general characteristics of university students in dance major. Also, it is expected that this study would be utilized as the baseline data for developing a program for preventing university life mal adaptation and dropout.