체육교육에서 피그말리온 효과 = Effect of Pygmalion in Physical Education

다국어 초록 (Multilingual Abstract)

A 1948 paper by Robert Merton established that certain social events were, to a large extent, influenced by the expectancy effects in different social settings. It wasn’t until 20 years later that Merton’s concept of the self-fulfilling prophecy came to the attention of educational researchers (Clark, 1963; Goldberg,1963).
Since the Oak Elementary School experiment, researchers have conducted well over 100 studies relative to teacher expectations.
It is also important to note that impressions about a certain student may not be the same for two or more teachers.
Futhermore, after an extensive review of the literature, Brophy and Good(1974) concluded that teachers, irrespective of gender, are more negative toward young males, particularly regarding their potential as behavior problems.
In a follow-up study(Martinek & Karper, 1984a), it was discovered that the attractiveness cue was more influential in expectancy formation for older age groups than for younger ones. These data suggested that as children get older, attractiveness becomes increasingly related to performance expectations.

목차 (Table of Contents)

• Ⅰ. 서 론
• Ⅱ. 체육 및 스포츠에서의 교사 기대 모형
• Ⅲ. 교사 기대 형성에 작용하는 요인
• 1. 교사의 특성
• 2. 학생의 특성
• 3. 학습 환경
• Ⅳ. 교사 기대와 사회적 행동
• 1. 기대와 학생의 자기인지
• 2. 기대와 학습된 자포자기
• Ⅴ. 논 의
• 1. 교사 기대의 전달
• 2. 기대 전달의 구체적인 전략
• 3. 학습 과제의 세분화