The Effects of Leanrning Motivation towards Dance Performance on Class Climate in Senior High School Gifted Dance Class

• Main Authors: Yeh, Chiou-Feng, 葉秋鳳
• Other Authors: Chu, Mei-Ling
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/66472075127462241566

碩士 === 國立臺灣藝術大學 === 舞蹈學系 === 102 === The purpose of the research was to investigate and understand high school dance-classes students’ learning motivation and class ambiance when participating in dance performances. My intent was to explore how high school dance-classes students’ background variables influence their learning motivation and their class ambiance so as to raise a specific suggestion in accordance with the result of the research, the findings of the research may be a reference for dance teachers who are trying to improve the dance-classes students’ optimistic learning motivation and create a good class ambiance when interacting with the students in the period of dance performances. The research commenced with research direction identification and data collection and analysis; theories and researches in regard of learning motivation and class ambiance were collected and analyzed; secondly, the research framework was setup. A total of nine public high school dance-classes students were selected to participate in the research; a learning motivation scale for high school dance-classes students participating in dance performance and a class ambiance scale for high school dance-classes students participating in dance performance were designed in order to conduct a questionnaire survey. The questionnaire survey was employed in the research as the survey instrument; there were 338 questionnaires in total in which there were 336 questionnaires were collected and the valid questionnaires were 331 which meant the accuracy was up to 97.9%. According to the requests of the research purpose and hypothesis testing, the valid questionnaires were analyzed through the statistic methods included Descriptive Statistics, Exploratory Factor Analysis, Independent-Samples t Test, One-Way ANOVA, Scheffe Test, and Multiple Stepwise Regression. The result of the research indicated that: 1) In terms of learning motivation, there was no significant difference in gender and dance learning background. 2) There was no significant difference in different grades; however, in terms of learning motivation, there was a significant difference in the self-efficacy. 3) The experience of dancing showed a significant difference in overall learning motivation and the same difference also presented in “beliefs control” and “goal orientation” and “work value” of learning motivation. The result meant the longer learning time the better learning motivation. 4) In terms of class ambiance, there was no significant difference in gender and dance learning background. 5) There was a significant difference between different grades in overall class ambiance; “affinity”, “participation”, and “teacher’s support” in the variable of class ambiance were substantial different as well. 6) The experience of dancing showed a significant difference in overall class ambiance. “Work orientation”, “innovation”, and “affinity” in the variable of class ambiance showed a significant difference. The result showed the longer dance learning the better class ambiance would be. 7) In five aspects of learning motivation, “beliefs control”, “test anxiety”, “goal orientation”, and “self-efficacy” indicated a positive significant impact on overall class ambiance, in which, “beliefs control” was the most. 8) Learning motivation could predict class ambiance; a higher degree of agreement in learning motivation would lead to a better class ambiance.