자기결정교수학습모델(SDLMI)의 국내 중재연구 동향 및 분석 = Trends and Analysis of Domestic Intervention Research on the Self-Determined Learning Model of Instruction (SDLMI)

다국어 초록 (Multilingual Abstract)

Purpose: This study aimed to analyze the trends and characteristics of domestic intervention research on the Self-Determined Learning Model of Instruction (SDLMI) in Korea. The goal was to explore its applicability in educational settings and propose practical strategies for establishing SDLMI as a sustainable, evidence-based, and effective instructional framework. Methods: A total of 25 intervention studies related to SDLMI, published in Korean academic journals between 2012 and September 2025, were systematically reviewed. The analysis focused on overall research trends, intervention characteristics, and reported outcomes. Results: Trend analysis revealed that the number of publications peaked in 2012, followed by a period of decline and research gaps. However, recent years have shown a steady resurgence of interest. Participants were primarily students with intellectual disabilities, with a strong focus on school-aged populations. Most interventions were conducted in special classes within general education schools, and single-subject research designs were the most commonly used. In terms of intervention characteristics, studies most commonly implemented modified versions of the SDLMI. Intervention agents were primarily special education teachers and researchers. Regarding intervention effects, most studies focused on non-academic dependent variables, especially those related to career and transition, and reported high levels of social validity. Many studies employed both standardized self-determination measures and goal attainment scaling (GAS) to assess intervention effectiveness. However, only a small number of studies incorporated qualitative analyses. Conclusion: Based on these findings, this study proposes the following directions to support the effective implementation and sustainability of SDLMI in Korean educational settings: 1) integration of SDLMI with multi-tiered systems of support (MTSS) in inclusive education environments and 2) development of field-based implementation strategies and support systems tailored to the characteristics of Korean educational contexts.