중학생들의 학교스포츠클럽 참여에 따른 학업스트레스 및 신체적 자기효능감

서지정보

ㆍ발행기관 : 이화여자대학교 교과교육연구소 ㆍ수록지정보 : 교과교육학연구 / 19권 / 4호
ㆍ저자명 : 유찬미, 최연재, 정연택

목차

I. 서 론
II. 연구방법
IV. 연구결과
V. 논 의
참고문헌

한국어 초록

본연구의목적은학교스포츠클럽참여가중학생들의학업스트레스및신체적자기효능감에어
떠한영향력을미치는지를규명하였다.연구대상은A시와B도에소재하고있는중학교3곳이며학
교스포츠클럽에참여하고 있는남학생620명, 여학생 610명총1230명으로선정하였다. 학업스트
레스척도는Kang, Lee(2013)가사용한설문지를변형하여사용하였으며,신체적자기효능감척도
는Seok, Chung(2013)이개발하여사용한설문지를변형하여사용하였다.자료처리는기술통계분
석(Descriptive analysis), 빈도분석(Frequency), 신뢰도 분석(Cronbach’s α), 요인분석(Factor
analysis), t-test,다변량분산분석(MONOVA)을실시하였다.연구결과는성별에따른학업스트레
스와신체적자기효능감에서유의한차이가나타났다.학년에따른학업스트레스는유의한차이가
나타나지 않았으나 신체적 자기효능감에서는 유의한 차이가 나타났다. 참여종목에서 학업스트레
스와신체적자기효능감에서유의한차이가나타났다.참여기간에따른학업스트레스는유의한차
이가나타나지않았다. 참여빈도에따라서학업스트레스와신체적자기효능감에는유의한차이가
나타났다. 체육수업에대한선호도에대해서는학업스트레스와신체적자기효능감에서유의한차
이가나타났다.좋아하는과목에서학업스트레스는유의한차이를나타냈으며,신체적자기효능감
에서유의한차이가나타났다.학업스트레스는과거운동경험과참여기간별에대해서도유의한차
이가나타나지않았으며, 신체적자기효능감에서는유의한차이가나타났다

영어 초록

The purpose of this study was to investigate how participation in school sport clubs affected
academic stress and physical self-efficacy of middle school students. For this purpose, 615 boys
and 607 girls from 3 middle schools in City A and Province B, who participated in school sport
clubs were sampled. The academic stress scale was measured by the questionnaire
reconstructed by Ghang (2013) and the scale developed by Seok, Jung (2013) was used to
measure physical self-efficacy.
For data analyses, frequency analysis, reliability analysis, factor analysis, t-test, MANOVA,
correlation analysis, and post-hoc analysis were performed. There were significant differences in
academic stress and in physical self-efficacy by gender of middle school students participating in
school sport clubs. No significant difference was found in physical self-efficacy by gender. No
significant difference was found in academic stress by school year; however, there were
significant differences in physical self-efficacy by school year. There were significant differences
in academic stress and in physical self-efficacy by events. No significant difference was found in
academic stress by the duration of participation; however, there were significant differences in
self-efficacy by the duration of participation. There were significant differences in academic stress
and in physical self-efficacy by frequency of participation. No significant difference was found in
physical self-efficacy by frequency of participation. There were significant differences both in
academic stress and in physical self-efficacy by preference for physical education class. There
were significant differences in academic stress and in physical self-efficacy by preferred subjects.
By the experience of doing exercise or by the duration of participation, no significant difference
was found in academic stress; however, there were significant differences in physical self-efficacy.

참고 자료

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