청소년의 공연예술 관람경험과 학업효능감의 관계에서 학교적응력의 매개효과

Abstract

This study empirically analyzed the mediating effect of school adaptation in the relationship between adolescents" experience in watching performing arts and academic efficacy for teenagers attending middle and high schools across the country. To this end, the research model was set up with variables that affect school adaptability (school, class life, learning habits) and academic efficacy (task difficulty preference, self-regulation efficacy, confidence), and frequency analysis, reliability analysis, correlation analysis, and multiple regression analysis were conducted through the SPSS 25.0 program. The results of the study are as follows. First, adolescents" performing arts experience has a positive (+) effect on school adaptability. Second, adolescents" performing arts experience has a positive (+) effect on academic efficacy. Third, school adaptability plays a mediating role in the relationship between adolescents" performing arts experience and academic efficacy. In other words, adolescents" performing arts experience strengthens school adaptability and academic efficacy, suggesting that it is effective in preventing deviations and suicides due to higher academic stress and maladjustment to school life and enhancing their beliefs. This result is interpreted as because performing arts are assimilated into the characters in the work to understand the perspective of others, feel homogeneity through the conflict structure presented in the story flow, and have the effect of purifying emotions or sublimating pain. In the future, this study needs to establish a longer and more stable support system so that art education and activity experience, which are important factors for unstable adolescent growth and development, can be steadily accumulated, and to change the paradigm of public education based on the pure function of culture and arts.