무용수업에서 지각된 동기분위기와 수행만족과의 관계에서 2×2성취목표와 메타인지전략의 매개효과

초록

The purpose of this study were to test whether the multiple achievement goals and meta-cognitive strategy mediate the relationship between per ceived motivational climate and performance satisfaction in dance classes. A total of 472 university dance students (36 males, 436 females) partici pated in the studies. Data were conducted using descriptive statistics, con firmatory factor analysis, correlation, and structural equation modeling. The results of structural equation modeling shows that university dance students’ perceived motivational climates in dance classes were a significant predictor of multiple goals, meta-cognitive strategy, and per sonal performance satisfaction. The results of structural equation model ing related to four hypotheses were as follows; First, mastery-approach goal and meta-cognitive strategy fully mediated the relationship between perceived motivational climate and performance satisfaction. Second, mastery-avoidance goal and meta-cognitive strategy fully mediated the relationship between perceived motivational climate and performance satisfaction. Third, performance-approach goal and meta-cognitive strat egy fully mediated the relationship between perceived motivational cli mate and performance satisfaction. Fourth, performance-avoidance goal and meta-cognitive strategy fully mediated the relationship between per ceived motivational climate and performance satisfaction. These findings suggest that university dance students should properly 22 대한무용학회논문집 제77권 3호use numerous meta-cognitive strategies in order to satisfy their personal performance and to utilize their ability in dance classes. In conclusion, the results imply that it is very important for university dance students to perceive learning environment as positive and pursuit mastery-ap proach goal for enhancing their performance ability and satisfaction.

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