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.
이용수
초록· 키워드
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The purpose of this study was to examine how martial-art training affected the school adjustment and sociability of teenagers in an effort to prove the effectiveness of martial-art training as part of ideal education. The subjects in this study were high school boys and girls in Gyeonggi province. After a survey was conducted, the answer sheets from 411 students were selected and analyzed by SPSS Ver. 12.0 program in a way to serve the purpose of the study. The findings of the study were as follows:
First, concerning the school adjustment of the students by demographic characteristics, the boys and girls were different from each other according to their gender in relationship with teachers, learning attitude, rule abiding and school-event participation. Their gender made a significant difference to their rule abiding(P<.05), and their relationship with teacher and school-event participation varied with their gender as well. Martial-art training made a difference to their relations with peers and teachers, and they were significantly different from one another in rule abiding and school-event participation according to the type of martial art they learned(P<.01).
Second, in terms of the development of sociability by demographic characteristics, their stability and autonomy differed with their gender, and their age made a difference to their stability, dominance and sociality. Their activity level, stability and dominance varied with martial-art training experience, and the type of martial art they learned made a difference to their activity level. All the differences among them were significant(P<.01).
Third, as for correlation between the subvariables of martial-art training and those of school adjustment, there was a positive correlation between them. Concerning the influence of martial-art training and school adjustment, their relationship with teachers was affected by two factors that included training term and intensity. One factor, training frequency, had an impact on their peer relations, and their rule abiding was influenced by a factor, which was training term. Their school-event participation was under the influence of an element that was training term. All the impact of martial-art training was significant at the 5% level of significance.
Fourth, regarding correlation between the subvariables of martial-art training and those of sociability development, a very strong positive correlation existed between them. As to the influence of martial-art training on sociability development, their activity level was affected by one factor, training frequency, and their stability was influenced by two factors that involved training intensity and frequency. A factor, training frequency, exerted an influence on their dominance, and their sociability was impacted by a factor, training intensity. A factor, training intensity, had an impact on their autonomy, and all the influence of martial-art training was significant at the 5% level of significance.
First, concerning the school adjustment of the students by demographic characteristics, the boys and girls were different from each other according to their gender in relationship with teachers, learning attitude, rule abiding and school-event participation. Their gender made a significant difference to their rule abiding(P<.05), and their relationship with teacher and school-event participation varied with their gender as well. Martial-art training made a difference to their relations with peers and teachers, and they were significantly different from one another in rule abiding and school-event participation according to the type of martial art they learned(P<.01).
Second, in terms of the development of sociability by demographic characteristics, their stability and autonomy differed with their gender, and their age made a difference to their stability, dominance and sociality. Their activity level, stability and dominance varied with martial-art training experience, and the type of martial art they learned made a difference to their activity level. All the differences among them were significant(P<.01).
Third, as for correlation between the subvariables of martial-art training and those of school adjustment, there was a positive correlation between them. Concerning the influence of martial-art training and school adjustment, their relationship with teachers was affected by two factors that included training term and intensity. One factor, training frequency, had an impact on their peer relations, and their rule abiding was influenced by a factor, which was training term. Their school-event participation was under the influence of an element that was training term. All the impact of martial-art training was significant at the 5% level of significance.
Fourth, regarding correlation between the subvariables of martial-art training and those of sociability development, a very strong positive correlation existed between them. As to the influence of martial-art training on sociability development, their activity level was affected by one factor, training frequency, and their stability was influenced by two factors that involved training intensity and frequency. A factor, training frequency, exerted an influence on their dominance, and their sociability was impacted by a factor, training intensity. A factor, training intensity, had an impact on their autonomy, and all the influence of martial-art training was significant at the 5% level of significance.
목차
Ⅰ. 서론
Ⅱ. 연구의 방법
Ⅲ. 연구의 결과
Ⅳ. 연구의 논의
Ⅴ. 결론 및 제언
참고문헌
ABSTRACT
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UCI(KEPA) : I410-ECN-0101-2013-698-002660212