청소년 학생선수의 마인드셋과 사회적지지, 인지된 경기력 및 자기효능감의 관계

초록

The purpose of this study is to analyze the relationship between the mindsets of youth student athletes, social support, perceived performance, and self-efficacy. As a standardized test site for 274 youth student athletes (168 men and 106 women), data were collected and reliability and validity were verified by conducting a survey of social support (parents, leaders, colleagues), mindsets (growth, fixation), perceived performance, and self-efficacy. The collected data were analyzed using SPSS and AMOS statistical programs. Independent t-test, correlation analysis, and multiple regression analysis were conducted, and the following results were derived. First, there was a difference in social support according to gender and age (p<.05). Male athletes had higher parental support than female athletes. Middle school players had higher leadership and peer support than high school players. Second, social support and growth mindset, perceived performance, and self-efficacy showed a positive (+) correlation, while fixed mindset showed a negative (-) correlation (p<.001). Third, it was found that social support had a positive (+) effect on the growth mindset (p<.01). Among the sub-factors of social support, the relative influence was high in the order of parental support, leader support, and peer support. On the other hand, parental support had a negative (-) effect on the fixed mind set (p<.01). Fourth, the growth mindset had a positive (+) effect on self-efficacy and perceived performance (p<.001). On the other hand, the fixed mind set did not have a significant effect. In conclusion, the social support of parents, leaders, and colleagues had an important influence on the growth mindset of youth student athletes, and the growth mindset also had a positive effect on the recognized performance and self-efficacy, which are important performance-related variables. Therefore, follow-up studies such as increasing the growth mindset of youth student athletes and developing social support intervention programs need to continue.

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