로젠탈 교육프로그램을 적용한 중국 무용수업 참여 중학생의 학업정서와 학업적 자기효능감이 과제지속에 미치는 영향

Abstract

Purpose: The aim of this study was to apply the Rosenthal Education Program to middle school
 students who participated in Chinese dance classes and attempted to analyze the relationship between
 students' academic emotions, academic self-efficacy, and task persistence.
 Methods: For this purpose, 379 Chinese middle school students were selected and provided with
 the Rosenthal Educational Activity Program. In addition, academic emotions, academic self-efficacy,
 and task persistence questionnaires were measured. The collected data were analyzed by frequency
 analysis, reliability analysis, descriptive statistical analysis, and t-test analysis using the SPSS 22.0
 program, and confirmatory factor analysis was performed using the Amos 26.0 program.
 Results: First, Satisfaction with the Rosenthal Education Program applied to dance classes was high.
 Second, the Rosenthal Education Program showed significant differences in academic emotions,
 academic self-efficacy, and task persistence depending on the gender of the middle school students.
 Third, the Rosenthal Education Program showed significant differences in academic emotions, academic
 self-efficacy, and task persistence depending on the school.
 Conclusion: It is expected that the Rosenthal Educational Programs will provide useful information
 for the Chinese Education field by confirming the possibility that it can be applied to various subjects,
 including Chinese dance education.