청소년의 배구활동 참여가 자기효능감, 집단효능감 및 집단응집력에 미치는 영향 = The Effect of Volleyball Activities on Self-Efficacy, Group Efficacy and Group Cohesiveness in the Adolescence

다국어 초록 (Multilingual Abstract)

he purpose of this study was to examine the influential relationship of the volleyball participation of adolescents to their self-efficacy, collective efficacy and group cohesiveness.
The subjects in this study were 250 students in the region of Seo-gu, Daejeon. After a survey was conducted, the valid answer sheets from 227 respondents were analyzed except for the data from 23 respondents that were incomplete, included unfaithful answers or seemed not to be reliable.
The instruments used to gather data were four different questionnaires that respectively covered physical activity, self-efficacy, collective efficacy and group cohesiveness. The collected data were analyzed by a statistical package SPSS 22.0, and frequency analysis, independent- samples t-test, one-way ANOVA, correlation analysis and multiple regression analysis were carried out. The findings of the study were as follows:
First, there were no significant differences among the adolescents who played volleyball in self-efficacy according to the grade of school, age, workout frequency and workout period, but significant differences were found according to workout hours in overall self-efficacy and confidence about physical self-expression that was one of the subfactors of self-efficacy. There were no differences in collective efficacy according to the grade of school and age, but significant differences were found according to workout frequency in ability factor, effort factor, preparation factor and unity factor. Workout hours made a difference to the ability factor, and there were significant differences according to workout period in the ability, effort and preparation factors. As for group cohesiveness, the grade of school made significant differences to group-task cohesiveness, and there were significant differences according to age in personal-task cohesiveness, personal-social cohesiveness, group-task cohesiveness and group-social cohesiveness. Significant differences were found according to exercise frequency in personal-task cohesiveness and personal-social cohesiveness. There were significant differences according to workout hours in personal-task cohesiveness, personal-social cohesiveness and group-task cohesiveness, and significant differences were found according to exercise period in personal-task cohesiveness and personal-social cohesiveness.
Second, the correlation between the self-efficacy and collective efficacy of the adolescents who played volleyball was analyzed. As a result, there was a significant positive correlation between overall self-efficacy and collective efficacy, between perceived physical ability and collective efficacy and between confidence about physical self-expression and collective efficacy. Concerning the correlation between self-efficacy and group cohesiveness, there was a significant correlation between perceived physical ability and personal-task cohesiveness, between perceived physical ability and personal-social cohesiveness, between perceived physical ability and group-task cohesiveness, between perceived physical ability and group-social cohesiveness, between perceived physical ability and overall group cohesiveness, between confidence about physical self- expression and personal-social cohesiveness, between confidence about physical self-expression and group-task cohesiveness, between confidence about physical self-expression and overall group cohesiveness, between overall self-efficacy and personal-task cohesiveness, between overall self-efficacy and personal-social cohesiveness, between overall self- efficacy and group-task cohesiveness, between self-efficacy and group- social cohesiveness, and between overall self-efficacy and overall group cohesiveness.
Third, regarding the impact of the self-efficacy of the teens on group cohesiveness, how self-efficacy affected the ability factor was analyzed, and that had a significant impact on perceived physical ability. And confidence about physical self-expression was significantly influential as well. As to the impact of self-efficacy on the effort factor, confidence about physical self-expression exerted a significant influence on that. Concerning the impact of self-efficacy on the endurance factor, perceived physical ability and confidence about physical self-expression exercised a significant influence on that. In relation to the influence of self-efficacy on the preparation factor, perceived physical ability and confidence about physical self-expression were significantly influential. As to the influence of self-efficacy on the unity factor, perceived physical ability and confidence about physical self-expression had a significant impact on that. As for the impact of self-efficacy on group-task cohesiveness, confidence about physical self-expression was significantly influential. In regard to the impact of self-efficacy on personal-task cohesiveness, perceived physical ability and confidence about physical self-expression exercised a significant influence on that. Concerning the impact of self- efficacy on personal-social cohesion, perceived physical ability and confidence about physical self-expression had a significant impact on that.
The above-mentioned findings illustrated that the self-efficacy of the teens who played volleyball exerted a positive influence on their own collective efficacy and group cohesiveness. Specifically, perceived physical ability that was one of the self-efficacy subfactors affected collective efficacy and group cohesiveness in a significant way, which denotes that perceived physical ability has a close relationship with collective efficacy and group cohesiveness.