지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2008.11
- 수록면
- 119 - 128 (10page)
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초록· 키워드
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This research aims to provide fundamental data on how participation of Taekwondo master in education activities would affect on self-efficacy and quality improvement of master personal life and Taekwondo training center and even local communities. To do so, I set Taekwondo coaches aged more than 20 years, living in and around Seoul area, both men and women, as the population, and sampled them through stratified group sampling method. I analyzed 245 out of 261, subtracting 6 who responded with insincerity.
Data was analyzed with a statistic package, Windows for SPSS V. 12.0 to input to computer and I came to the results using various methods such as, Techno-graphic analysis, independent t-test, one-way ANOVA analysis, correlation analysis, standard multi-full regression analysis.
Firstly, on the self-efficacy and life quality of Taekwondo master, it shows that men are higher than women in social-efficacy, and the group of age from 31 to 35 is more satisfied than the group of age from 26 to 30 in life quality.
In the training level, the group with level 4 and 5 seems to have higher physical-efficacy than one with level 3 and below. Also the level 5 and above seem to have better life quality than the level 3 and below. Regarding coaching experiences, 6 to 10 year long experienced group records higher rank in all the sub categories of self-efficacy than the 5 and below year long experienced.
Secondly, on the analysis of education activity participation, the group with average once per month or once per every other month participation shows higher marks in every category of self efficacy than the one with once and less participation per year. On the period of participation, the group with 5 year long participation shows higher self efficacy than the one with 1 year less period, while on the total amount of participation time, 2 and less hour participating group and 3 to 4 hour group and 8 hour group mark higher in general self-efficacy than 1 night and 2 days long participating group.
Thirdly, in the correlation analysis between education activity participation, and self-efficacy and life quality, the frequency of education activity participation has correlation with period of education, total amount of education time, education satisfaction, general self-efficacy, physical efficacy, social-efficacy, and life quality, while the period of education correlates with physical efficacy, general self-efficacy, social-efficacy, and life quality. The total amount of education time shows correlation with general self-efficacy, while education satisfaction has with physical self-efficacy, general self-efficacy, social self-efficacy, and life quality. Furthermore physical self-efficacy relates with general self-efficacy, social self-efficacy, and life quality, while general self-efficacy and life quality, lastly, social self-efficacy has something to do with life quality.
Fourthly, when analyzing how education activity participation affects self-efficacy and life quality, the frequency and period of education affect physical self-efficacy with approx. 8%(R²=.085) of credibility, while period of education, total amount of education time, and education satisfaction affect general self-efficacy with 10% (R²=.108) of credibility. However, it dose not affect social self-efficacy and life quality.
Data was analyzed with a statistic package, Windows for SPSS V. 12.0 to input to computer and I came to the results using various methods such as, Techno-graphic analysis, independent t-test, one-way ANOVA analysis, correlation analysis, standard multi-full regression analysis.
Firstly, on the self-efficacy and life quality of Taekwondo master, it shows that men are higher than women in social-efficacy, and the group of age from 31 to 35 is more satisfied than the group of age from 26 to 30 in life quality.
In the training level, the group with level 4 and 5 seems to have higher physical-efficacy than one with level 3 and below. Also the level 5 and above seem to have better life quality than the level 3 and below. Regarding coaching experiences, 6 to 10 year long experienced group records higher rank in all the sub categories of self-efficacy than the 5 and below year long experienced.
Secondly, on the analysis of education activity participation, the group with average once per month or once per every other month participation shows higher marks in every category of self efficacy than the one with once and less participation per year. On the period of participation, the group with 5 year long participation shows higher self efficacy than the one with 1 year less period, while on the total amount of participation time, 2 and less hour participating group and 3 to 4 hour group and 8 hour group mark higher in general self-efficacy than 1 night and 2 days long participating group.
Thirdly, in the correlation analysis between education activity participation, and self-efficacy and life quality, the frequency of education activity participation has correlation with period of education, total amount of education time, education satisfaction, general self-efficacy, physical efficacy, social-efficacy, and life quality, while the period of education correlates with physical efficacy, general self-efficacy, social-efficacy, and life quality. The total amount of education time shows correlation with general self-efficacy, while education satisfaction has with physical self-efficacy, general self-efficacy, social self-efficacy, and life quality. Furthermore physical self-efficacy relates with general self-efficacy, social self-efficacy, and life quality, while general self-efficacy and life quality, lastly, social self-efficacy has something to do with life quality.
Fourthly, when analyzing how education activity participation affects self-efficacy and life quality, the frequency and period of education affect physical self-efficacy with approx. 8%(R²=.085) of credibility, while period of education, total amount of education time, and education satisfaction affect general self-efficacy with 10% (R²=.108) of credibility. However, it dose not affect social self-efficacy and life quality.
목차
Abstract
Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 결과 및 논의
Ⅳ. 결론
참고문헌
참고문헌 (19)
참고문헌 신청
1. [학위논문] - 고한이 / 2006 / 태권도 도장의 근무환경에 따른 지도자의 직무스트레스와 직무만족의 관계 / 석사 / 한국체육대학교 교육대학원
2. [단행본] - 김경지 / 1998 / 태권도학 개론 / 경운출판사
3. [학위논문] - 김주연 / 2006 / 청소년의 댄스동아리 참여가 무용의 인식도의 미치는 영향 / 석사 / 경희대학교 교육대학원
4. [학위논문] - 김홍석 / 1998 / 청소년의 무도수련과 자아효능감,스트레스및 자아실현의 관계. / 박사 / 한양대학교
5. [학위논문] - 소수연 / 1996 / 자기능력지각 유형과 내적귀인 피드백이 자아효능감과 읽기성취도에 미치는 영향 / 석사 / 가톨릭대학교 대학원
2. [단행본] - 김경지 / 1998 / 태권도학 개론 / 경운출판사
3. [학위논문] - 김주연 / 2006 / 청소년의 댄스동아리 참여가 무용의 인식도의 미치는 영향 / 석사 / 경희대학교 교육대학원
4. [학위논문] - 김홍석 / 1998 / 청소년의 무도수련과 자아효능감,스트레스및 자아실현의 관계. / 박사 / 한양대학교
5. [학위논문] - 소수연 / 1996 / 자기능력지각 유형과 내적귀인 피드백이 자아효능감과 읽기성취도에 미치는 영향 / 석사 / 가톨릭대학교 대학원
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UCI(KEPA) : I410-ECN-0101-2009-692-015835519