국어과와 연계한 사회정서학습프로그램이 정서·행동장애 위험중학생의 수업참여도와 비장애학생의 정서지능에 미치는 영향 (The Effects of a Social and Emotional Learning Program integrated with Korean Language Education on the Class Participation of a Middle School Student at risk for Emotional and Behavior Disorders and)

서지정보

· 발행기관 : 한국정서행동장애학회
· 수록지 정보 : 정서·행동장애연구 / 35권 / 2호 / 177 ~ 196페이지
· 저자명 : 윤준희, 김옥주, 방명애

초록

본 연구의 목적은 국어과와 연계한 사회정서학습프로그램이 정서·행동장애 위험중학생의 수업참여도와 비장애학생의 정서지능에 미치는 영향을 분석하기 위한 것이었다. 연구설계는 단일집단 사전-사후검사 설계이며, 연구대상은 전라북도에 소재하고 있는 A중학교에 재학 중인 한 학급 25명(정서·행동장애 위험중학생 1명, 비장애학생 24명)이었으며, 편의목적표집을 하였다. 중학교 1학년 국어교과 내용과 연계한 사회정서학습프로그램을 총 21회기로 구성하였다. 정서·행동장애 위험학생의 수업참여도에 대한 자료는 또래평가에 의하여 수집하였고 비장애학생의 정서지능은 자기보고식 평가로 측정하였다. 두 종속표본 t검증을 적용하여 사전-사후검사의 자료를 분석하였다. 분석결과에 따르면, 국어과와 연계한 사회정서학습프로그램이 정서·행동장애 위험중학생의 수업참여도와 비장애학생의 정서지능을 통계적으로 유의미하게 향상시켰다. 이와 같은 연구 결과에 기초하여 사회정서학습프로그램의 적용 방안에 대해 논의하고 후속 연구를 위해 제언하였다.

영어초록

The purpose of this study was to examine the effect of a social and emotional learning program integrated with Korean language education on the class participation of a middle school student at risk for emotional and behavior disorders and the emotional intelligence of non-disabled students.
The research questions were as follows: First, does a social and emotional learning program integrated with Korean language education have the effects on the class participation of a middle school student at risk for emotional and behavior disorders? Second, does a social and emotional learning program integrated with Korean language education have effects on the emotional intelligence of non-disabled students?
The research design was one-group pretest-posttest design. The subjects were one student at risk for emotional and behavior disorders and 24 non-disabled students. The 24 non-disabled students evaluated the class participation of a student at risk for emotional and behavior disorders. The emotional intelligence of 24 non-disabled students was measured by self-report instrument. The dependent samples t-test was implemented for analyzing the data.
The study results were as follows. First, there was a statistically significant difference between the pretest and the post test on the class participation of a middle school student at risk for emotional and behavior disorders. Second, there was a significant difference between the pretest and the posttest on the emotional intelligence of non-disabled students.
In conclusion, a social and emotional learning program integrated with Korean language education has positive effects on the class participation of a middle school student at risk of emotional and behavior disorders, and the emotional intelligence of non-disabled students.
Suggestions for the future studies were as follows. First, teachers should be create collaborative of social emotional learning program integrated with other subject. Second, in order to secure the objectivity of the test, the method of examination should be diversified. Finally, it is necessary to study the typology of social emotional learning program that can be generalized and applied according to school level.

참고자료

· 없음