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KCI등재 학술저널

학점은행제 체육전공자의 사회적지지가 전공만족 및 학습지속의향에 미치는 영향

The Effects of Social Support on Major Satisfaction and Learning Persistence of Physical Education Majors learner in the Academic Credit Bank System

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본 연구는 학점은행제 체육학전공 학습자의 사회적지지가 전공만족 및 학습지속의향에 미치는 영향을 규명하여 학점은행제의 체육학 전공자들의 중도탈락을 방지하고 효과적인 운영 방안을 모색하고자 하는데 연구의 목적이 있다. 연구방법은 학점은행제 체육학전공에 학습자를 대상으로 서울의 학점은행제 3 곳을 선정하여 총 118부(90.8%)를 유효 표본으로 사용하였다. 조사도구의 타당도와 신뢰도 검증을 위해 확인적 요인분석과 집중타당도, 판별타당도, 평균분산추출(AVE), 개념신뢰도, Cronbach’s α 계수를 검증 하였다. 자료처리방법은 IBM SPSS statistics 21과 IBM AMOS 21을 이용하여 빈도분석, 확인적 요인분석, 집중타당도, 판별타당도, Cronbach’s α 계수 산출을 통한 신뢰도분석(reliability analysis), 상관관계분석 (correlation analysis), 구조방정식모형(SEM) 검증을 실시하였다. 연구결과는 다음과 같다. 첫째, 학점은행제 체육학전공 학습자의 교수의 사회적지지와 전공만족 및 학습지속의향의 관계를 분석하기 연구모형의 적합도 검증한 결과 기준을 충족하였다. 둘째, 가설 1의 검증 결과, 학점은행제 체육학전공 학습자의 교수의 사회적지지는 전공만족에 유의한 영향을 미치는 것으로 나타났다. 가설 2의 검증 결과, 학점은행제 체육 학전공 학습자의 교수의 사회적지지는 학습지속의향에 영향을 미치는 것으로 나타났다. 가설 3의 검증 결과, 전공만족은 학습지속의향에 유의한 영향을 미치는 것으로 나타났다.

The purpose of this study is to investigate the effects of social support of students majoring in physical education on their major satisfaction and intention to continue learning, and to prevent dropout of students majoring in physical education in the credit banking system and to find effective management methods. As a research method, 118(90.8%) of the credit banking system were selected for the students in the credit banking system. The research tools were verified by confirmatory factor analysis, concentration validity, discriminant validity, average variance extraction (AVE), concept reliability, and Cronbach s coefficient for validity and reliability verification of the research tools. The data processing method was conducted by using IBM SPSS Statistics 21 and IBM AMOS 21 to verify reliability analysis, correlation analysis, and structural equation model (SEM) through frequency analysis, confirmatory factor analysis, concentration validity, discriminant validity, Cronbach s coefficient calculation. The results of this study are as follows. First, the study model was tested for the relationship between social support, major satisfaction and learning persistence intention of the students majoring in physical education majoring in credit banking system. The results showed that TLI=.948, CFI=.960, and RMSEA=.061 were satisfied with the criteria. Second, as a result of verification of hypothesis 1, the path coefficient value was .922(t=12.491, p<.001), which showed that the social support of the professors of the physical education major in credit banking had a significant effect on the major satisfaction. As a result of verification of Hypothesis 2, the path coefficient value was .732(t=9.504, p<.001), which showed that the social support of the students majoring in physical education in credit banking had an effect on the intention to continue learning. As a result of verification of Hypothesis 3, the path coefficient value was .749 (t=9.831, p<.001), and the major satisfaction had a significant effect on the intention to continue learning.

1. 서 론

2. 연구방법

3. 결 과

4. 논 의

5. 결 론

References

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