고등학생의 태권도 수련에 대한 참여동기와 만족도에 관한 연구

다국어 초록 (Multilingual Abstract)

This study is aimed to investigate into high school students" motives to participate in and satisfaction derived from Taekwondo training, with a view to provide first-line leaders and students with basic materials so that they may maintain their bodily, mental, and social health, build their character, and lead a school life and social life faithfully as a whole man. To do that, the stratified cluster random sampling method was applied to 559 high school first - third graders who are trained at gymnasiums located in Daegu City in 2006. 90～100 students were sampled from each of six high schools. The interval of the reliability coefficients of measurement variables applied to this research is Cronbach"s α value = .6438 ～ .8748. It implies the sampling is comparatively reliable. Questionnaires were distributed to and collected from the samples. Poor responses and unreliable ones and outliers were not analyzed. Each of reliable materials was put into the computer and then analyzed by using the statistical program SPSS 12.0 for Windows programs. Statistical analysis techniques were employed to verify the hypotheses of this research, and frequency analysis to determine the normal characteristics of the samples. T-test and one-way ANOVA analysis were utilized to know the sampled students" participation motives and satisfaction. When significant difference was identified, Scheffe"s method was employed to conduct post verification. The following results were derived from the said research methods and procedures.
First, there is statistically significant difference in participation satisfaction according to the samples" sex, and there is statistically significant difference in recognizable participation motives according to educational satisfaction, recreational satisfaction, environmental satisfaction, and physiological satisfaction.
Second, there is no statistically significant difference in participation motives (all the factors of intellectual motives, social motives, and recognizable motives) according to school year, and there is statistically significant difference in participation satisfaction (psychological satisfaction and physiological satisfaction).
Third, there is 5%-level statistically significant difference in participation motives (all the factors of intellectual motives, social motives, and recognizable motives) according to training places, and there is statistically significant difference in participation satisfaction (educational satisfaction, social satisfaction, psychological satisfaction, recreational satisfaction, environmental satisfaction, and physiological satisfaction).
Fourth, there is no statistically significant difference in participation motives (all the factors of intellectual motives, social motives, and recognizable motives) according to training period, and there is statistically significant difference in participation satisfaction (educational satisfaction, social satisfaction, psychological satisfaction, recreational satisfaction, environmental satisfaction, and physiological satisfaction).

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 연구 방법
• Ⅲ. 연구결과
• Ⅳ. 논의
• Ⅴ. 결론 및 제언
• 참고문헌
• ABSTRACT