View : 12 Download: 0

미술과의 심리적 교육환경이 자기효능감과 흥미도에 미치는 영향

Title
미술과의 심리적 교육환경이 자기효능감과 흥미도에 미치는 영향
Other Titles
Correlations of Psychological Education Environment, Self-Efficacy and Interest in the Art subject - Focused on Third to Sixth Graders at Elementary Schools -
Authors
방희정
Issue Date
2005
Department/Major
교육대학원 미술교육전공
Publisher
이화여자대학교 교육대학원
Degree
Master
Advisors
오숙환
Abstract
The purpose of this study is to provide basic data to improve psychological education environment for elementary schoolers by identifying actual conditions of psychological education environment, self-efficacy and interest in the art subject and, through this, analyzing effects and correlations of psychological education environment on self-efficacy and interest in the art subject. For this, questionnaires were used in this study to survey 500 students at elementary schools located in the Metropolitan area in April 2005. All data from this surveying were computerized and encoded, and SAS Program was used. They were analyzed by statistic techniques such as percentage, mean, the standard deviation, χ²-test, t-test, ANOVA, Pearson's Correlation, etc. The results were as follows: 1. The perceptions by third to sixth graders of elementary school on psychological education environment were generally positive. Above all, they were found to consider the psychological education environment given by parents was the best. Meanwhile, teachers were less highly estimated than other factors of psychological education environment, which suggested the necessity to improve the art teachers' attitudes or teaching methods. The respondents' interest was found to be very high, which indicated most students liked and enjoyed the art subject. It was revealed that the students who experienced art education at private institutes estimated psychological education environment in the art subject more positively than those who did not. Particularly, these two groups showed the biggest difference in their perceptions on teachers. In terms of self-efficacy and interest, they displayed a significant difference. The students educated by private art institutes gained higher scores than those on the other side. These results suggested that the activities at private art institutes usually helped students think of the art subject more positively and raised their interest and self-efficacy in the subject. 2. When it came to difference in perceptions on psychological education environment by gender, girls considered the psychological education environment in the art subject more positively than boys. The students who experienced art education at private institutes estimated the psychological education environment more highly than those who did not. There was no significant difference between grades. 3. Regarding difference in self-efficacy of the art subject by gender, girls showed higher self-efficacy than boys by gaining much higher scores. In addition, the students who had attended private art education institutes had higher self-efficacy than those who had not. In regard to grade, the third graders were found to have the highest self-efficacy by gaining the highest scores. Overall, it was revealed that the higher grade was, the lower self-efficacy in the art subject was. 4. Boys were widely distributed in the art subject than girls, showing lower interest. On the contrary, girls were found to have more interest in the art subject than boys in consideration of their distribution concentrated on high interest. The students who had attended private art education institutes had much more interest than those who had not. In terms of grade, the third graders were found to have the highest interest in the art subject by being intensively distributed on the item "Very Interesting." The sixth graders' interest was relatively lower than other graders. Besides, in general, the number of "Less Interesting" and "Very Boring and Don't like it" increased for high graders such as fifth and sixth, which indicated the number of students who were losing their interest in the art subject rose as their grades were higher. 5. The correlation between the psychological education environment and self-efficacy of the art subject was high, which suggested that the better the psychological education environment is, the higher self-efficacy of the art subject is. The correlation between the psychological education environment and interest was also high, showing that the better the psychological education environment is, the higher students' interest in the art subject is. Among these three correlations, the highest was the one between self-efficacy and interest. This means that the students with high self-efficacy of the art subject have high interest in that subject, while those with low self-efficacy have low interest. Among the factors of psychological education environment of the art subject, the correlation between teachers and self-efficacy showed a positive aspect although it was lower than that between overall psychological education environment and self-efficacy. Parents, friends and other factors of psychological education environment also indicated many correlations of self-efficacy and interest in the art subject. Especially, the correlation with friends was the highest, suggesting the importance of peer group in childhood. Those who experienced private art institutes showed higher correlation between psychological education environment, self-efficacy and interest than those who did not. Based on the above results of the actual conditions and the correlations of psychological education environment, self-efficacy and interest, the following can be suggested as solutions of improving the psychological education environment of the art subject and directions of art education. 1. As psychological education environment is one of the important factors to influence self-efficacy and interest in the art subject, it is necessary to make continuous efforts to improve not only the visible physical education environment but also the psychological education environment. Moreover, the art subject has few theoretical studies on this. Thus, systematic studies should be conducted to improve psychological education environment in the art subject. 2. It was found that among the factors of psychological education environment, friends had a high effect on self-efficacy and interest in the art subject. Therefore, when elementary students are in art class, it is necessary to guide them cooperate with each other and share the class. Furthermore, teachers need to help students respect friends' works and have attitudes to value the works just like those of themselves through teaching them right appreciation and estimation techniques. 3. It was revealed that among the factors of psychological education environment, school teachers appeared to be relatively lower than other factors, which suggested that art teachers at school are required to have attitudes to lead their classes with individual interest and affection for their students. They also should develop various and interesting programs and teaching methods in order for students to have the class with pleasure. In addition, teachers need to make efforts to help students find more interest in art class by providing a freer learning atmosphere. As well as this, parents' attitudes toward art education appeared to have an effect on self-efficacy and interest of elementary schoolers in the art subject. Thus, studies related to this are necessary. An efficient and right art education by parents also needs to be conducted. 4. The higher the grades were, the higher the distribution of the students who disliked the art subject appeared to get. Accordingly, studying the reason profoundly and developing programs for higher graders should be implemented more actively. 5. As the results of analysing the reason for interest in the art subject, internal motivation factors, besides psychological education environment, appeared to be a major factor with high percentage. Therefore, subsequent studies should be conducted about the comparison of these factors' influences on self-efficacy and interest in the art subject.;본 연구는 초등학교 3-6학년을 대상으로 미술과의 심리적 교육환경과 자기효능감 및 흥미도의 실태를 파악하고 이를 통해 심리적 교육환경이 미술과 자기효능감과 흥미도에 미치는 영향과 상관관계를 분석하여 초등학생의 심리적 교육환경의 개선의 기초 자료를 제공하는데 그 목적을 두고 있다. 본 연구는 이를 위해 수도권 소재 초등학생 500여명을 대상으로 2005년 4월에 설문조사를 실시하였다. 여기서 나온 모든 자료를 전산 부호화하여 SAS Program을 이용하였고, 백분율, 평균 및 표준편차, χ²-test, t-test, ANOVA, Pearson's Correlation 등의 통계기법에 의해 분석하였으며, 그 결과는 다음과 같다. 1. 초등학교 3-6학년 학생들의 심리적 교육환경에 대한 생각은 대체로 긍정적이었으며 그 중에서 학부모에 대한 심리적 교육환경이 가장 좋다고 평가하는 것으로 나타났다. 그 반면, 교사에 대한 평가는 다소 다른 심리적 교육환경보다 낮게 평가하여 미술을 담당하는 교사들의 태도나 지도 방법에 대한 개선점이 필요함을 시사하였다. 연구 대상자들에 대한 흥미도는 매우 높게 나와 대부분의 아이들이 미술과목을 좋아하고 즐기는 것으로 나타났다. 미술학원 경험이 있는 학생들이 그렇지 않은 학생들보다 미술과의 심리적 교육환경을 더 좋게 평가하였다. 자기효능감과 흥미도에 있어서도 유의한 차이를 보이며 미술학원 경험이 있는 학생들이 그렇지 않은 학생들보다 점수가 높았다. 성별에 따른 심리적 교육환경의 인식 차이는 남학생에 비해 여학생이 미술과 심리적 교육환경을 더 긍정적으로 생각하였고, 학년별로는 유의한 차이점을 나타내지 않았다. 2. 성별에 따른 미술과의 자기효능감의 차이를 살펴보면 여학생이 남학생보다 월등히 높은 점수를 받아 자기효능감이 더욱 높다는 것을 나타냈다. 또한 연구 대상자 중에서 미술학원 경험이 있는 학생들이 경험이 없는 학생들보다 자기효능감이 높았다. 학년별로는 3학년이 가장 높은 점수를 받아 자기 효능감이 가장 높은 학년으로 나타났고, 전반적으로 학년이 올라갈수록 미술과 자기효능감이 떨어지는 것을 볼 수 있었다. 3. 남학생이 미술과목에 대해 여학생보다 모든 문항에 상대적으로 고른 분포를 보이며 상대적으로 흥미도가 떨어졌으며, 반대로 여학생의 경우 흥미도가 높은 부분의 집중 분포로 여학생이 남학생에 비해 미술과에 흥미를 더욱 느끼는 것으로 나타났다. 미술학원 경험이 있는 학생들이 그렇지 않은 학생들에 비해 흥미를 더욱 느끼고 있으며, 학년별로는 중간학년인 3, 4 학년보다 고학년에서 미술과목이 ‘별로 재미없다’, ‘매우 재미없고 싫다’의 수가 증가하여, 학년이 올라갈수록 미술과에 흥미를 잃는 학생이 증가하고 있는 것으로 나타났다. 4. 미술과의 심리적 교육환경과 자기효능감은 높은 상관관계를 보여 미술과의 심리적 교육환경이 좋을수록 미술과에 대한 자기효능감이 높아지는 것으로 나타났다. 미술과 심리적 교육환경과 흥미도 역시 높은 상관관계를 보이며 심리적 교육환경이 좋을수록 미술과에 대한 학생들의 흥미가 증대되는 것을 보여주었다. 자기효능감과 흥미도의 상관관계는 이 세 요소들 중 가장 높은 상관관계를 나타내었고, 이것은 미술과에 대한 자기효능감이 높은 학생들은 미술과의 흥미가 높고, 자기효능감이 낮은 학생들은 미술과의 흥미도가 낮아지는 것을 의미한다. 교사와 자기효능감의 관계는 긍정적인 상관관계를 보였고, 학부모와 친구 그리고 그 외의 심리적 교육환경도 미술과 자기효능감과 흥미도에 많은 연관성을 보이고 있었다. 그 중에서 친구와의 상관점수가 가장 높아 아동기의 또래집단의 중요성을 나타내었다. 미술학원의 경험이 있는 학생들은 그렇지 않은 학생들보다 심리적 교육환경과 자기효능감 그리고 흥미도의 상관관계가 더욱 높은 것으로 나타났다. 이상의 결과를 토대로 미술과 심리적 교육환경의 개선방안과 미술교육의 방향점으로서 다음과 같은 내용을 제시할 수 있다. 1. 심리적 교육환경이 미술과의 자기효능감과 흥미도에 영향을 주는 중요한 요소 중의 하나로서 눈에 보이는 물리적 교육 환경 뿐 아니라, 심리적 교육환경을 개선시키는 노력을 끊임없이 하여야겠다. 또한 이에 대한 이론적 연구가 미술과에서 부족한 실정이므로 미술과의 심리적 교육환경 개선을 위한 체계적 연구가 이루어져야 하겠다. 2. 심리적 교육환경의 요인 중에서 친구요인이 미술과 자기효능감과 흥미도에 많은 영향을 미치는 것으로 나타났으므로, 초등학생들이 미술수업을 할 때 서로 협동하고 함께하는 미술수업이 이루어지도록 하는 지도가 필요하다. 3. 심리적 교육환경의 요인 중에서 학교 교사가 다른 요인들보다 상대적으로 낮게 나타났으므로 학교 미술교사가 학생들에게 보다 개별적으로 관심과 애정을 가지고 수업을 하는 자세가 요구되며, 보다 자유로운 수업 분위기를 제공함으로써 학생들이 미술시간을 더욱 즐길 수 있도록 노력해야 하겠다. 4. 학년이 올라갈수록 미술과를 싫어하는 학생의 분포가 높아지는 것으로 나타났으므로 그 이유에 대한 심층적 연구와 고학년을 위한 프로그램 개발이 더욱 활발히 이루어져야 하겠다. 5. 미술과의 흥미도 이유에 대한 분석 결과, 심리적 교육환경 이외에 내적 동기 요인들이 높은 퍼센트를 차지하며 중요 요인으로 나타났으므로, 이 요인이 미술과 자기 효능감과 흥미도에 미치는 영향력의 비교에 대한 후속 연구가 이루어져야 하겠다.
Fulltext
Show the fulltext
Appears in Collections:
교육대학원 > 미술교육전공 > Theses_Master
Files in This Item:
There are no files associated with this item.
Export
RIS (EndNote)
XLS (Excel)
XML


qrcode

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

BROWSE