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
- 2020.7
- 수록면
- 123 - 137 (15page)
- DOI
- 10.51979/KSSLS.2020.07.81.123
이용수
초록· 키워드
오류제보하기
Purpose: The purpose of this study is to develop and validate a measure of team identity in physical education class.
Method: To develop a measure of team identity in physical education class, the research was conducted by dividing it into the scale development stage and the validity stage. In the scale development stage the results to review domestic and international group identity measurements showed that Cameron (2004)’s Three-Factor Model of Social Identity is best suited for physical education classes. Therefore, The scale of Cameron (2004) was modified to suit the team activities of the physical education class. In addition, 14 additional questions considering the characteristics of physical education classes were developed, and a preliminary measure of three factors of 30 questions was developed. The final preliminary measures were conducted by receiving responses from 1,269 middle and high school students to analyze the validity of the scale.
Results: The validity of the developed scale was studied by dividing it into internal structure analysis and external relationship analysis. As a result of conducting an exploratory factor analysis on the preliminary measures, 16 questions of the three factors were confirmed. A confirmatory factor analysis resulted in satisfactory. RMSEA, TLI and AVE of team sports activities were significantly higher than those of individual sports and other activities after school. The higher the team entitativity was, the higher the score of team tie, team affection, & team centrality was. The results showed that team tie and team centrality significantly predicted team entitativity. These results indicated that Team Identity Scale for the Physical Education Class (TISPEC) developed in this study was valid. The selection and interpretation of the lower factors in scale development, the utilization of methods, and expected effects for future research as an educational meaning were discussed.
Conclusion: Team identity scale for physical education class developed in this study is the validity.
Method: To develop a measure of team identity in physical education class, the research was conducted by dividing it into the scale development stage and the validity stage. In the scale development stage the results to review domestic and international group identity measurements showed that Cameron (2004)’s Three-Factor Model of Social Identity is best suited for physical education classes. Therefore, The scale of Cameron (2004) was modified to suit the team activities of the physical education class. In addition, 14 additional questions considering the characteristics of physical education classes were developed, and a preliminary measure of three factors of 30 questions was developed. The final preliminary measures were conducted by receiving responses from 1,269 middle and high school students to analyze the validity of the scale.
Results: The validity of the developed scale was studied by dividing it into internal structure analysis and external relationship analysis. As a result of conducting an exploratory factor analysis on the preliminary measures, 16 questions of the three factors were confirmed. A confirmatory factor analysis resulted in satisfactory. RMSEA, TLI and AVE of team sports activities were significantly higher than those of individual sports and other activities after school. The higher the team entitativity was, the higher the score of team tie, team affection, & team centrality was. The results showed that team tie and team centrality significantly predicted team entitativity. These results indicated that Team Identity Scale for the Physical Education Class (TISPEC) developed in this study was valid. The selection and interpretation of the lower factors in scale development, the utilization of methods, and expected effects for future research as an educational meaning were discussed.
Conclusion: Team identity scale for physical education class developed in this study is the validity.
목차
Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 논의
Ⅴ. 결론 및 제언
참고문헌
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