이 연구는 무용전공 대학생들을 대상으로 질적연구 방법을 이용하여 무용학습 참여동기 측정척도를 개발한 후, 양적연구 방법을 적용하여 인구통계학적 특성변인에 따른 무용학습 참여동기의 차이를 구명하는 것이 목적이다.
질적연구의연구참여자선정은비확률추출법(non-probabilitysmpling)중에서도 편의표본 추출법(convenience sampling)을 사용하였다. 연구도구는 비구조화 된 질문지와 반구조화 된 질문지를 사용하였으며 질적연구 결과의 신뢰성과 타당성 확보를 위하여 다각적 분석법, 반성적 주관성, 전문가와의 토의 및 평가, 문헌고찰 및 선행 연구 분석을 실시하였다.
양적연구의 연구대상자 선정은 비확률 추출법 중에서도 편의표본 추출법을 사용하였다. 예비조사(pilot survey)는 서울 소재 S 대학의 무용전공자를 표본 집단으로 선정하였다. 본 조사(main survey)는 서울 소재 3개 K, S, H 대학의 무용전공자를 표본 집단으로 선정하였다.
조사도구는 질적 연구에서 도출된 요인을 근거로 하여 양적연구 탐색적 요인분석과 확인적 요인분석을 통해 최종문항으로 만들어진 설문지를 사용하였다.
양적연구 결과의 신뢰성과 타당성을 검증하기 위하여 주성분 분석(PCA:PrincipalComponentAnlysis),탐색적요인분석(EFA:ExploratoryFactor Analysis), 확인적 요인분석(CFA:Confirmatory Factor Analysis), 신뢰도 분석(ReliabilityAnalysis),크론바흐알파(Cronbachα),평균분산추출(AVE:AverageVarianceExtracted)분석,개념신뢰도(CR:Construct Reliability)분석을 실시하였다.
또한 인구 통계적 특성변인에 따른 무용학습 참여동기 차이검증을 위하여 일원변량분석(One-way ANOVA)을 실시하였다. 연구문제에 근거하여 도출된 결론은 다음과 같다.
첫째, 범주화 분석을 통한 무용학습참여동기 1차 영역에서는 실기극복 향상형, 실력 향상형, 기본기 향상형, 학습 성취형, 공연 성취형, 무용이론 추구형, 춤의 원리 이해형, 무용지식 습득형, 춤동작 습득형, 동작의미 탐구형, 이해 탐구형, 집중 탐구형, 도전 탐구형, 창의 탐구형, 신체 탐구형, 극복 탐구형, 이해 질문형, 동작 질문형, 순서 질문형, 취업 진로형, 졸업 목적형, 학점취득 수단형, 좋은 점수 취득형, 맹목적 수단형, 교수수업 선호형, 교수열정 선호형, 교수춤사위 선호형, 다양한 강사 선호형, 다양한 수업지도 선호형, 다양한 무용스타일 선호형, 자기계발 만족형, 자발적 만족형, 실력향상 만족형, 도취 만족형, 흥미 만족형, 학습 만족형, 교과과정 만족형, 성취 만족형, 수업 만족형, 전공 만족형, 칭찬 만족형, 책임감 만족형, 노력형, 끈기형, 학습 몰입형, 향상 몰입형, 협동심형, 동료 간 비교형, 흥미 기대형, 수업 기대형, 부상예방 기대형, 창의력 기대형, 무대활용 기대형, 전공학습 기대형, 무용 선호형, 무용 흥미형, 진취적형, 의미 부여형, 자신감 진취형, 흥미 진취형, 열정 진취형, 목적 진취형, 창의 진취형, 소극적형, 결과 긍정적형, 지시적형, 부정 후 긍정적형, 컨디션 관리형, 감정기복 관리형, 학습부진 걱정형, 걱정형, 경쟁 걱정형, 근심 걱정형, 건강 기피형, 주목 기피형, 창의 기피형, 실력저하 기피형, 자신감저하 기피형, 체력저하 의무형, 반복 의무형, 강박형, 스트레스형으로 총 82개의 무용학습 참여동기로 범주화 되었다.
범주화 분석을 통한 무용학습참여동기 2차 영역에서는 실기향상 참여동기형, 무용성취감 참여동기형, 무용이론 참여동기형, 무용탐구 참여동기형, 질문 참여동기형, 미래지향적 참여동기형, 졸업목적 참여동기형, 학습취득 참여동기형, 맹목적 참여동기형, 교수선호 참여동기형, 외래교수 선호 참여동기형, 만족 참여형, 성실 참여동기형, 노력 참여동기형, 몰입 참여동기형, 동료협력 참여동기형, 기대 참여동기형, 무용선호 참여동기형, 능동적 참여동기형, 진취적 참여동기형, 수동적 참여동기형, 능동과 수동의 공존 참여동기형, 걱정 참여동기형, 기피 참여동기형, 의무 참여동기형, 부정적 참여동기형으로 총 26개의 무용학습 참여동기로 범주화 되었다.
둘째, 무용학습참여동기 최종문항은 무용이론 참여동기형 4문항, 교수선호 참여동기형 3문항, 학점취득 참여동기형 3문항, 수동적 참여동기형 3문항으로 총 4요인 13문항으로 도출 되었다.
셋째, 무용 전공자의 무용경력에 따른 무용학습 참여동기는 수동적 참여동기형에서 무용경력 5~7년이 무용경력 7년 이상 보다 통계적으로 유의하게 높게 나타났다. 연습량에 따른 무용학습참여동기는 학점취득 참여동기형에서 연습량 5회 이상이 연습량 1시간 미만과 3~5시간 보다 통계적으로 유의하게 높게 나타났다.
키워드: 무용 전공자, 무용학습 참여동기,
무용이론 참여동기형, 교수선호 참여동기형,
수동적 참여동기형, 학점취득 참여동기형.

The purpose of this study was to develop a measure of motivation to participate in dance learning using qualitative research methods and to quantify the difference of motive participation motive according to demographic characteristics to be.
As for the method of selecting qualitative research participants, convenience sampling of non-probability sampling was used. In regards to research tool, unstructured questionnaire and semi-structures questionnaire were used, and multilateral analysis, reflective subjectivity, discussion with experts & evaluation, literature review and previous study analysis were used to ensure the reliability and validity of the qualitative research results.
As for the method of selecting quantitative research participants, convenience sampling of non-probability sampling was used. In regards to pilot-test participants, dance majors at S university located in Seoul were selected as sample. As for the method of selecting research participants, convenience sampling of non-probability sampling was used. In regards to real-test participants, dance majors at K, S, H universities located in Seoul were selected as sample. The survey tool was based on the factors derived from the qualitative research and used the questionnaire made of the final question through quantitative research exploratory factor analysis and confirmatory factor analysis.
In order to verify the reliability and validity of the quantitative research results, Principal Component Analysis (PCA), Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Reliability Analysis, Alpha (Cronbach alpha), AVE (Average Variance Extracted) analysis, and CR (Construct Reliability) analysis.
In addition, one-way ANOVA was conducted to examine the difference in motive participation motivation according to demographic characteristics. The conclusions drawn from the research problems are as follows.
In the primary area of dance learning participation motive, in total of 82 dance learning participation motive types were categorized, which are practice conquest improvement type, practice improvement type, basic skills improvement type, learning achievement type, performance achievement type, dance theory pursuit type, dance principle comprehension type, dance knowledge acquisition type, dance movement acquisition participation type, movement significance exploratory participation type, comprehension exploratory participation type, concentrated exploratory participation type, challenge exploratory participation type, creative exploratory participation type, bodily exploratory participation type, conquest exploratory participation type, comprehensive question participation type, movement question participation type, sequence question participation type, career development participation type, graduation purpose participation type, credit acquisition participation type, high score acquisition participation type, unconditional participation type, professor’s lesson preference type, professor’s passion preference type, professor’s dancing steps preference type, various instructors preference type, various lesson instructions preference type, various dance styles preference type, self-improvement satisfaction type, voluntary satisfaction type, skills improvement satisfaction type, enrapture satisfaction type, interest satisfaction type, learning satisfaction type, curriculum satisfaction type, achievement satisfaction type, lesson satisfaction type, major satisfaction type, compliment satisfaction type, sense of responsibility satisfaction type, endeavoring type, persevering type, learning immersion type, improvement immersion type, teamwork spirit participation type, peer-to-peer comparison type, interest expecting type, lesson expecting type, injury prevention expecting type, creativity expecting type, stage activity expecting type, major learning expecting type, dance preference participation type, dance interest type, progressive participation type, significance granting participation type, confidence progressive type, interest progressive type, passion progressive type, objective progressive type, creative progressive type, passive progressive type, outcome affirming participation type, direction participation type, post-negative positive participation type, condition management type, fluctuating emotion management type, poor learning concern type, concern type, competition concern type, anxious concern type, health avoidance type, attention avoidance type, creative avoidance type, skills avoidance type, confidence decline avoidance type, stamina decline obligation type, repetitious obligation type, compulsion type and stress.
In the secondary area of dance learning participation motive, in total of 26 dance learning participation motive types were categorized,
which are practical skills improvement participation motive, dance achievement participation motive, dance studies theory participation motive, dance participation motive, question participation motive, future-oriented participation motive, graduation purpose participation motive, learning acquisition participation motive, unconditional participation motive, professor preference participation motive, adjunct professor preference participation motive, satisfactory participation motive, faithful participation motive, endeavoring participation motive, immersion participation motive, peer cooperation participation motive, expectant participation motive, dance preference participation motive, active participation motive, progressive participation motive, passive participation motive, active & passive participation motive, anxious participation motive, avoiding participation motive, obligatory participation motive and negative participation motive.
Second, final questions on dance learning participation motive were in total of 4 factors and 13 questions consisting of 4 questions on dance theory exploratory participation motive, 3 questions on professor preference participation motive, 3 questions on credit acquisition participation motive and 3 questions on passive participation motive.
Third, the dance motivation for participating in the dance education was statistically significantly higher than that of the dance career for 5~7 years. According to the amount of exercise, the motivation for participating in dance learning was higher than 5 times of practice amount and less than 1 hour of practice amount and 3 to 5 hours of motive participation type.
Key words: Major in dance,
Motivation to participate in dance learning
dance learning participation motive,
professor preference participation motive,
passive participation motive,
dance theory participation motive,
credit acquisition participation motive.