사회과학분야 : 예술 고등학교 무용전공 학생들의 스트레스와 우울 및 무용성취 = Stress, Depression, and Dance Achievement of Dance Majors of Arts High School

국문 초록 (Abstract)

이 연구에서는 예술 고등학교 학생들의 스트레스와 우울 및 무용성취의 관계를 규명하기 위해 유의표집(purposive sampling) 방법을 이용하여 서울특별시 2개, 경기도 3개, 강원도 1개, 충청남도 1개 지역에 소재한 7개의 예술 고등학교를 선정하여 300명을 표집 하였으며, 최종적으로 이용된 인원은 278명이었다. 조사도구는 설문지를 사용하였으며, 수집된 자료는 t-test와 일원변량분석, 상관분석, 중다회귀분석, 중다회귀분석을 이용한 경로분석을 통하여 자료를 분석하였다. 그 결과 다음과 같은 결론을 도출하였다. 첫째, 여학생이 남학생보다 교사와의관계, 학업, 체격, 개인심리, 경쟁스트레스와 인지적우울이 높다. 또한 2학년이 1학년 보다 교사와의관계, 학업, 체격, 개인심리, 경쟁스트레스가 높았으며, 3학년이 1학년보다 동기적우울이 높다. 발레가 현대무용보다 학업스트레스가 높았으며, 한국무용은 현대무용보다 실기스트레스가 높았다. 또한 발레는 한국무용보다 건강스트레스가 높은 것으로 나타났다. 경력은 5년이상~7년미만이 1년미만보다 학업, 체격, 개인심리, 경쟁스트레스가 높은 것으로 나타났으며, 2년이상~3년미만이 1년미만보다 정서적우울, 인지적우울이 높게 나타났다. 또한 7년이상이 1년미만보다 실기능력성취가 높은 것으로 나타났다. 둘째, 예술고등학교 학생들의 교사와의관계, 건강, 개인심리스트레스가 높을수록 정서적 우울은 높고 교사와의관계, 학업, 체격, 개인심리스트레스가 높을수록 인지적 우울은 높게 나타났다. 셋째, 예술고등학교 학생들의 개인심리스트레스가 높을수록 이해능력성취는 낮고, 실기와 개인심리스트레스가 높을수록 실기능력성취가 낮은 것으로 나타났다. 넷째, 예술 고등학교 학생들의 인지적우울이 높을수록 무용성취는 낮고, 동기적우울이 높을수록 무용성취는 높게 나타났다. 다섯째, 예술고등학교 학생들의 실기스트레스와 개인심리 스트레스는 실기능력성취에 직접적인 영향을 미치며, 우울에도 영향을 미쳐 무용성취에 간접적인 영향을 미치는 것으로 나타났다. 따라서 예술고등학교 무용전공 학생들의 스트레스와 우울 및 무용성취 간에는 인과적 관계가 있다.

다국어 초록 (Multilingual Abstract)

This study was performed to investigate relationships among stress, depression, and dance achievement of dance majors of arts high school. To achieve study purpose, samples were collected by purposive sampling. 300 dance majors were sampled from whole 7 arts high schools in four areas; two from Seoul, three from Gyeonggi-do, one from Gangwon-do, one from Chungcheongnam-do, and, 278 samples were analysed finally. Questionnaires were used as survey instrument, and collected materials were analysed by one-way ANOVA, correlation analysis, multiple regression analysis, and path analysis with multiple regression. Through that process, study results were as follows. First, according to individual characteristics of dancer majors of arts high school, there were significant differences in stress, depression, and dance achievement. Female students had higher relationship with teacher, study, physique, individual psychology, competition stress, and perceptional depression than male ones. According to school years, second year students had higher relationship with teacher, study, physique, individual psychology, and competition stress than first year ones, and, third year students had higher motivational depression than first year ones. By Major, ballet had higher study stress than modern dance, and, Korean dance had higher performance stress than modern dance. And, ballet had higher fitness stress than Korean dance. By careers, over 5 years to under 7 had higher study stress, physique stress, individual psychology stress, and competition stress than under 1 year, and, over 2 years to under 3 had higher emotional depression and perceptional depression than under 1 year. And, over 7 years to had higher achievement of performance ability than under 1 year. Second, the higher relationship with teacher, fitness, and individual psychology stress of students of arts high school were, the higher emotional depression became, and, the higher relationship with teacher, study, physique, and individual psychology stress were, the higher perceptional depression became. Third, the higher individual psychological stress of students of arts high school got, the lower achievement of understanding ability became, and, the more individual psychology stress got, the lower achievement of performance ability became. Forth, the higher perceptional depression of students of arts high school were, the lower achievement of understanding and performance ability became, and, the higher motivational depression was, the higher achievement of understanding and performance ability became. Fifth, as results of investigation on causal relationships among stress, depression, and dance achievement of students of arts high school, stresses of performance and individual psychology had direct effects on achievement of performance ability, and, it could be said that had indirect effect on dance achievement because they had effect on depression. Thus, stress, depression, and dance achievement of students of arts high school had causal relationships.