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RISS 인기검색어
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- 저자 : ( Kigyung Lee ) (검색결과 1 건)
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( Kigyung Lee ),( Insoo Nam ) 한국체육학회 2016 국제스포츠과학 학술대회 Vol.2016 No.1
Purpose: The purpose of this study was to investigate relationships among perceived learning environment, self-regulation strategies and academic engagement of middle school students in physical education classes. Method: The subjects of this study consisted of 575(boys 279, girls 296) middle school students. The data was collected using quota sampling method. The used instruments of this study were the Lyu(2013) for measuring physical education learning environment scale, Jung & Park(2013) for measuring self-regulation strategies scale, and Lee & Lee(2012) for measuring academic engagement scale. The data were analyzed by reliability analysis, factor analysis, multiple regression analysis, and hierarchical regression analysis as a statistical method. Result: First, in the relationships between physical education learning environment and self-regulation strategies, perceived challenge environment and perceived competence environment positively influenced to use of cognitive strategy but, perceived challenge environment positively influenced to self-regulation. Second, in the relationships between physical education learning environment and academic engagement, perceived challenge environment positively influenced to vigor and absorption but, perceived threat environment negatively influenced to it. And perceived challenge environment and perceived competence environment positively influenced to professional efficacy and dedication but, perceived threat environment negatively influenced to it. Third, in the relationships between self-regulation strategies and academic engagement, use of cognitive strategy and self-regulation positively influenced to vigor, professional efficacy, dedication, and absorption. Forth, self-regulation strategies had perfect mediation effector on the relationships between physical education learning environment and academic engagement in physical education. Conclusion: In conclusions, it demonstrated that perceived physical education learning environment was closely related to self-regulation strategies and academic engagement in the physical education classes. To improve the academic achievement of a student, PE teachers need to create a good learning environment that can enhance the academic engagement and, to create the teaching- learning methods that can improve students`` self-control strategies ability.
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