주의력결핍 과잉행동장애(ADHD) 아동의 귀인양식에 관한 연구

서지정보

ㆍ발행기관 : 한국발달장애학회 ㆍ수록지정보 : 발달장애연구 / 9권 / 1호
ㆍ저자명 : 이성화, 정종진

목차

Ⅰ. 서 론
Ⅱ. 선행연구의 고찰
Ⅲ. 가설의 설정
Ⅳ. 연구 방법
Ⅴ. 결과 및 해석
Ⅵ. 논의 및 결론
참 고 문 헌

한국어 초록

본 연구는 ADHD 아동들이 자신의 행동수행에 영향을 미치는 요인으로서의 성취(성공과 실패)에 대하여 어떻게 생각하고 있는지, 즉 자신이 수행한 행동의 원인을 어디로 귀속시키는가에 대한 귀인양식이 어떠한지를 밝혀보는데 그 목적이 있다. 본 연구에서 나타난 결과를 제시하면 다음과 같다.
첫째, 긍정적 상황에서 ADHD 아동은 자신의 성취원인을 과제가 쉬웠다거나, 운이나 재수가 좋았다는 등의 외적 경향으로 귀인시킨다.
둘째, 부주의와 과잉행동-충동성을 모두 가진 복합형 ADHD 아동들이 한 가지 특성만 가지고 있는 과잉행동-충동성 우세형 ADHD 아동들보다 긍정적 상황에서 자신의 성취 원인을 외적으로 귀인시키는 경향을 보인다.
셋째, 부정적 상황에서 ADHD 아동들은 자신의 과제수행에서의 실패경험을 자신의 능력부족과 노력부족으로 더 많이 귀인시킴으로써 낮은 자존감을 드러내 보인다.
넷째, 부정적 상황에서 복합형 집단, 과잉충동-우세형 집단, 부주의 집단 모두 자신의 실패 원인를 능력 부족으로 귀인시킴으로써 부적응적인 학습태도와 낮은 학업수행을 동반한다.

영어 초록

The purpose of this study is to investigate how different the attribution style, which a secondary character of children with attention deficit hyperactivity disorder(ADHD), is from the common children. To verify the object and examine the attribution style, ADHD children was divided into 3 groups, a compound, a inattentive, and a hyperactive - impulsive group.
Fifth and sixth graders from 5 elementary schools in Pohang were sampled, 60 children with high possibility of ADHD were considered a experimental group, 60 children with low possibility of ADHD a comparative group. The measuring tool for the children's attribution style was Cho Chun-Hee's <Test Tool for Measuring Attribution and Emotion in a Situation of Success and Failure>, modified by Oh Hae-Sik. SPSS/PC Win 10.0 was used for data processing. The study results are as follows:
First, in a positive circumstance, ADHD group, compared to the comparative group, had lower score in terms of internal attribution and higher score in terms of external attribution, and showed a significant difference at 0.1% level statistically.
Second, comparing by sub-factors of the attribution style, the compound group tended to have a external attribution in a positive circumstance, compared to the hyperactivity-impulsive group. The result of ex post test showed that there was a significant difference at 1% level statistically.
Third, in a negative circumstance, the ADHD group scored higher in terms of internal attribution, lower in terms of external attribution than the comparative group, and had a significant difference at 1% level statistically.
Fourth, comparing by sub-factors of the attribution style, there was no statistically significant difference among a compound, a inattentive, and a hyperactiveimpulsive group in a negative circumstance.
The study result showed that ADHD children tended to have negative aspect than a common children in terms of a attribution mode. ADHD children's traits, which they externally attribute in a positive circumstance, and internally attribute in a negative circumstance, may cause them to have learning problems. It is required for teachers and parents to consider to change the attribution style of ADHD children in teaching and guiding, as well as modifying their behaviors.

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