미용 학습자가 지각한 교수자의 훈육, 신뢰와 학습참여동기의 관계 연구

Abstract

Objectives The purpose of this study is to analyze the relationship between the factors and the influence of the teacher's discipline and trust perceived by the beauty learner on the learner's learning participation motivation.
 Methods A survey was conducted targeting 300 people who experienced beauty education. The factors of instructor discipline were composed of presupposition type and democratic type, and factors of trust were composed of affective trust and cognitive trust.
 Results Beauty learners received a lot of classes related to their majors, and the nail major classes at educational institutions were shorter than the skin, hair, and makeup majors. Most of the educational institutions received by learners with long experience in beauty education received higher than university level, and there were many learners who evaluated their grades highly. In the motivation for learning participation, hair, skin, makeup subjects and majors were perceived as high, and nail subjects and majors were perceived as low. Among educational institutions, learners at hagwons and universities perceived the cognitive trust of instructors as high, and high school as low. Learners who evaluated their grades as above perceived democratic type as high among the instructor's discipline types, and low for medium and low grades. Among instructors' discipline, democratic type had a positive (+) effect on trust and learning participation motivation, and affective trust had a positive (+) effect on learning participation motivation.
 Conclusions The learning participation motivation in the hair major was high, and the nail major was perceived as low, and the learner's cognitive trust toward the instructor was high in beauty academies and universities and low in high school. had a positive effect on Therefore, it should be implemented as an educational method that can obtain democratic discipline and justice in beauty education.