The fashion model puts a lot of effort and concentration to perform the given role as best as possible the moment the fashion show stage begins. Through immersion in the fashion show stage, fashion models can overcome their limitations, demonstrate th...
The fashion model puts a lot of effort and concentration to perform the given role as best as possible the moment the fashion show stage begins. Through immersion in the fashion show stage, fashion models can overcome their limitations, demonstrate their latent abilities, and feel satisfaction through joy and a sense of achievement. We can see cases where fashion models regret and reflect when they cannot express their walking well on stage. They may lose their satisfaction on the stage because of their anxiety. Therefore, fashion models need to make efforts to increase their self-regulation ability and adaptability to the changing stage through various experiences of stage performances. This study analyzed the effect of model majoring university students' fashion show stage immersion on stage satisfaction and stage anxiety.
A questionnaire method was used to solve the research question. A total of 374 questionnaires were used in the final data analysis. SPSS 21.0 was used in this study to find out the effect of stage immersion on stage satisfaction, the effect of stage immersion on stage anxiety, and the effect of stage satisfaction on stage anxiety by demographic characteristics of the survey subjects. As analysis methods, frequency analysis, factor analysis, reliability analysis, regression analysis, and path analysis were used.
The results of this study are summarized as follows. First, as a result of examining the sub-component dimensions by research variable, fashion show stage commitment was classified as performance commitment factor, stage satisfaction was classified as technical achievement satisfaction factor, personal achievement satisfaction factor, and stage anxiety was classified as field environment anxiety factor and physical emotional anxiety factor.
Second, as a result of examining the effect of fashion show stage immersion on stage satisfaction, performance immersion showed a positive (+) relationship with technical achievement satisfaction, and male college students showed a relatively higher rate than female college students. This is presumed to be due to the higher level of stage satisfaction among male university students because females have relatively more walking skills and directing skills compared to males due to the gender characteristics of fashion models. As a result of classifying by grade, first graders showed the highest level of technical achievement satisfaction, and third graders showed the highest level of personal achievement satisfaction.
Third, as a result of examining the effect of fashion show stage immersion on stage anxiety by gender, although it is a negative relationship, it lacks explanatory power. However, performance commitment has explanatory power for skill achievement satisfaction, and skill achievement satisfaction has explanatory power for physical emotional anxiety. In other words, it can be seen that performance immersion has some explanatory power for physical emotional anxiety through skill achievement satisfaction. It is judged that their anxiety decreased because they practiced and tried their best without regretting their role. As a result of classification by grade, a negative (-) relationship was found in which physical emotional anxiety decreased as performance commitment increased, and it was found to have explanatory power in the first and fourth grades. It can be assumed that freshmen, first-year students, practiced their best in the work spirit they had to perform, and the higher the immersion, the higher the confidence and the lower the anxiety. It is assumed that fourth graders have less stage anxiety because they had more fashion show experiences than other grades.
Fourth, as a result of examining the effect of stage satisfaction on stage anxiety by gender, a negative (-) relationship was found that as skill achievement satisfaction increased, physical emotional anxiety decreased. When classified by grade, a negative (-) relationship appeared in which physical emotional anxiety decreased as skill achievement satisfaction increased. A fashion model is a job that shows clothes to others, and it is assumed that there will be a change in emotions depending on the reaction of the other person when they express themselves well, such as walking and posing. In addition, when the other person's response is positive, it is presumed that physical emotional instability will be reduced by receiving a sense of psychological stability. It is also assumed that anxiety about the stage decreases by gaining trust and stability through walking and pose practice.