본 연구의 무용과 여자대학생의 학년 및 전공에 따라 학습동기와 학습태도 간에 어떠한 차이가 있는지를 알아보는데 목적을 두었다. 연구대상은 무용과 여대생 673명이며 학습동기 및 학습태도 검사가 실시되었다. 자료분석은 빈도분석, 평균과 표준편차, 상관관계분석, 그리고 다변량분산분석을 실시하였다. 연구 결과 학년별에 따른 학습동기는 지식추구 요인에서 3, 4학년이 1, 2학년보다 높고 동일시 규제는 4학년이 1-3학년보다 높은 수준을 보였다(p<.01). 전공별 학습동기는 주입된 규제와 무동기에서 현대무용, 한국무용, 발레 전공자가 기타전공자에 비해 높은 수준을 보였다. 학년별 학습태도는 학습방법 요인에서 4학년이 1, 2학년보다 높고 학교에 대한 태도 요인은 3학년이 2, 4학년보다 높게 나타났다(p<.01). 전공별 학습태도는 현대무용, 한국무용과 발레 전공자가 기타 전공자에 비해 학업적 자신감이 높았다(p<.01). 이 결과를 토대로 학년과 전공의 차이점이 시사하는 의미와 중요성에 대해 논의하였다.

The purpose of this study was to examine the differences between academic motivation and learning attitude in college dancestudents by types of major and grade. The number of subjects were 673 female dance students. They were measured by academic attitude scale and learning attitude inventory. Statistical methods were used by frequency analysis, descriptive statics, correlation analysis, and multiple regression analysis. The results of the study are as follow; (1) In academic motivation by grades, third and fourth grade were higher than first and second grades in relation to pursuing knowledge, and in regulation of self-identification fourth grade was higher than first through third grade(p<.01). (2) In academic motivation by dance majors, modern dance, Korean dance, and ballet major students were higher than other dance major students in induced regulation amotivation. (3) In learning attitude by grades fourth grade was higher than first and second grade students in learning methods, and third grade students were higher than second and fourth grade students in attitude to school(p<.01). (4) In learning attitude by dance major modern dance, Korean dance, and ballet major students were higher than other dance major students in academic self-confidence(p<.01).

• 문영철(한양대학교) | Young Chul Moon 교신저자