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대학평생교육원 음악교육 수강생의 참여동기가 참여지속의도에 미치는 영향

Title
대학평생교육원 음악교육 수강생의 참여동기가 참여지속의도에 미치는 영향
Other Titles
Effect of Motivation for Participation of Students in Music Education at Continuing Education Centers at Colleges on Intention to Continue Participation
Authors
김인옥
Issue Date
2014
Department/Major
교육대학원 음악교육전공
Publisher
이화여자대학교 교육대학원
Degree
Master
Advisors
장근주
Abstract
The goal of this study is analyzing the effect of the participation motives of the students of the institution of lifelong musical education on the intention of continuous participation of the students. In order to perform this study, totally 278 students who obtained the musical education certificate of the educational programs of 5 institutions of lifelong musical education located in capital area (Seoul, Gyeonggi-do and Incheon) in 2013 were sampled and a survey which inquires the participation motives and the intention of continuous participation was utilized as the research method. As data analysis, the study conducted a descriptive statistics, frequency analysis, exploratory factor analysis, Cronbach's α, t-test, One-way ANOVA, correlation analysis, and multiple regression analysis using the SPSS/PC+18 version statistical program for Windows. The results deduced from the above research include the following. First, regarding the difference in motivation for participation and the intention to continue participation in accordance with socio-demographic characteristics, among the sub-factors of motivation for participation, in the difference among each factor in accordance with age, those in their twenties were discovered have a higher perception than those in other age brackets. In terms of the difference among each factor in accordance with marital status, it was found that married students had a higher perception of learning-oriented motivation, which is a sub-factor of motivation for participation, than single students. In the difference among each factor in accordance with occupation, homemakers were discovered to have a higher perception of object-oriented motivation, which is a sub-factor of motivation for participation, than office workers. In the difference among each factor in accordance with income, the group of one million ~ three million won of income was found to have a higher perception of activity-oriented motivation, which is a sub-factor of motivation for participation, than the group of less than one million won of income. Meanwhile, for object-oriented motivation, the group of less than one million ~ three million won of income was shown to have a higher perception than the group of over three million won of income. In the difference among each factor in accordance with educational background, the group of college graduates and the group of graduate school graduates were discovered to have a higher perception of objective-oriented motivation, which is a sub-factor of motivation for participation, than the group of high school graduates. In the difference among each factor in accordance with major in music education, those who majored in music education were found to have a higher perception of objective-oriented motivation and learning-oriented motivation, which are sub-factors of motivation for participation, than those who did not major in music education. Meanwhile those who did not major in music education were discovered to have a higher perception of the intention to continue participation than those who majored in music education. Second, regarding the correlation between motivation for participation of students in music education at Continuing Education Centers at colleges and the intention to continue participation, there were positive correlations between all of activity-oriented motivation for participation, objective-oriented motivation for participation, and learning-oriented motivation for participation, which are sub-factors of motivation for participation, and intention to continue participation. Third, concerning the causal relationship between motivation for participation in students of music education at Continuing Education Centers at colleges and the intention to continue participation, all of activity-oriented motivation for participation, objective-oriented motivation for participation, and learning-oriented motivation for participation, which are sub-factors of motivation for participation, had a positive effect on the intention to continue participation. The survey described above showed that the students of the institution of lifelong musical education are aiming to obtain a certificate in order to get certain qualifications. In spite of their participation motive strongly implying the goal-oriented proclivity, this research showed that it affected positively on the intention of continuous participation after the students get the certificates. It is anticipated that this study may contribute to the development of the programs which embody the 3 participation motives equally. ;본 연구의 목적은 대학평생교육원 음악교육 수강생의 참여동기가 참여지속의도에 미치는 영향을 규명하는 것이다. 이러한 연구를 위하여 2013년 수도권(서울, 경기, 인천)소재 대학평생교육원 5군데 음악교육 프로그램 중 음악자격증 획득을 위한 수업의 수강생 총 278명의 유효 표본을 수집하였으며, 측정도구는 참여동기, 참여지속의도를 묻는 설문지를 이용하여 자료를 수집하였다. 자료 분석은 Window용 SPSS/PC+18. Version 통계프로그램을 이용하여 기술통계 및 빈도분석, 탐색적 요인분석, Cronbach's α, t-test, 일원분산분석, 상관분석, 다중회귀분석을 실시하였다. 이상의 연구를 통하여 도출된 결론은 다음과 같다. 첫째, 인구통계학적 특성에 따른 참여동기 및 참여지속의도의 차이에서 연령에 따른 각 요인 간의 차이에서는 참여동기의 하위요인 중 목적지향성 동기에서 20대가 다른 연령층보다 높게 지각하는 것으로 나타났다. 결혼여부에 따른 각 요인 간의 차이에서는 참여동기의 하위요인인 학습지향성 동기에서 기혼이 미혼보다 높게 지각하고 있는 것으로 나타났다. 직업에 따른 각 요인 간의 차이에서는 참여 동기의 하위요인인 목적지향성 동기에서 주부가 직장인보다 높게 지각하고 있는 것으로 나타났다. 수입에 따른 각 요인 간의 차이에서는 참여동기의 하위요인인 활동지향성 동기에서 100-300만원 미만의 집단이 100만원 미만인 집단보다 높게 지각하고 있으며, 목적지향성 동기에서 100-300만원 미만의 집단이 300만원 이상인 집단보다 높게 지각하고 있는 것으로 나타났다. 학력에 따른 각 요인 간의 차이에서는 참여동기의 하위요인인 목적지향성 동기에서 대학졸업의 집단과 대학원 졸업의 집단이 고등학교 졸업의 집단보다 높게 지각하고 있는 것으로 나타났다. 전공여부에 따른 각 요인 간의 차이에서는 참여동기의 하위요인인 목적지향성 동기와 학습지향성 동기에서는 전공자들이 비전공자들보다 높게 지각하고 있으며, 참여지속의도에서는 비전공자들이 전공자들보다 높게 지각하고 있는 것으로 나타났다. 둘째, 대학평생교육원 음악교육 수강생들의 참여동기와 참여지속의도 간의 인과관계는 참여동기의 하위요인인 활동지향성 참여동기, 목적지향성 참여동기, 학습지향성 참여동기 모두 참여지속의도에 정적인 영향을 미치는 것으로 나타났다. 셋째, 대학평생교육원 음악교육 수강생들의 참여동기와 참여지속의도 간의 상관관계는 참여동기의 하위요인인 활동지향성 참여동기, 목적지향성 참여동기, 학습지향성 참여동기와 참여지속의도 모두 정적인 상관관계가 있는 것으로 나타났다. 위의 결과와 같이 본 연구는 대학평생교육원 음악교육 수강생들은 어떠한 자격을 갖추기 위한 자격증 획득이 목표인 대상들이다. 이는 목적지향성 참여동기의 성격이 강하지만 본 연구 결과에서는 이러한 자격증 관련하여 목표로 참여했다고 하더라도 목표 달성 후에도 참여지속의도에 긍정적인 영향을 미치는 것을 알 수 있다. 이 결과를 통해서 대학평생교육원에서는 세 가지 참여동기 유형 모두를 고루 갖출 수 있는 프로그램 발전을 위한 기초 자료가 되길 희망한다.
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