‘그림책 상호작용적 독서치료’가 초등 저학년 느린학습자의 자기효능감에 미치는 영향 = The Effect of Picture Book-Based Interactive Bibliotherapy on the Self-Efficacy of the Lower Grade Slow Learners of Elementary School

다국어 초록 (Multilingual Abstract)

This study aims to verify the effects of an interactive picture book
bibliotherapy on self-efficacy and peer relationship among the slow
learners of 1st-3rd grade elementary school. Slow learners are
recognized as children with borderline intelligence(IQ 70–84), who are
not the recipients of the special education program but experience
persistent academic underachievement and emotional difficulties at the
classroom. Repeated failure experiences and low academic
achievement diminish their self-efficacy, and they tend to become
withdrawn in social relationships. Therefore, this study examines the
result of an interactive picture book bibliotherapy program I designed
to improve the self-efficacy of lower grades elementary slow
learners. This research also seeks to find the effectiveness of some
accompanying interactive activities to enhance their
self-understanding, emotional expression, and social skills.
The participants of this bibliotherapy program were four slow
learners of 1-3 elementary grades whom I counseled at one of local
children's centers in Buk-gu, Daegu. The program of 40 sessions had
been conducted over a total of 9 months. Specifically it consisted of
1-20 sessions for picture book-based interactive bibliotherapy
activities and 21-40 sessions for self-efficacy enhancement activities
on an achievement basis. The picture book activities to improve
emotional and social functioning included contents for emotion
exploration, self-understanding, problem-solving, and relationship skill
development. The self-efficacy enhancement activities combined
achievement-centered activities such as NIE environmental journal
writing, poetry writing, and plant cultivation.
To analyze the effects of this research, the pre-tests and the
post-tests of self-efficacy scale and peer relationship scale were
taken. Statistical analysis was conducted using the Wilcoxon
signed-rank test, suitable for small sample sizes. Qualitative analysis
was also conducted using participants' activity results, observation
logs, and conversation records. Quantitative analysis reveals that
self-efficacy scores increased from 53.25, a pre-test average, to
62.75, a post-test average, with the largest improvement observed in
the sub-factor ‘self-regulation efficacy.’ Peer relationships also shows
a slight improvement, rising from 86.00, the pre-test average to
88.25, the post-test average. At the individual child level, while some
children shows significant improvements, the third-grade children
indicates a decline in confidence due to an increasing academic
pressure.
Qualitative analysis reveals positive changes in all children,
including expanded emotional expression, increased confidence, and
improved interpersonal skills. Specifically, concrete achievement
experiences gained through program participation—such as completing
environmental diaries, writing poetry, and publishing poetry collections —substantially contributed to enhanced self-efficacy. Furthermore,
through teachers' encouragement, positive peer interactions, and
identification with characters in picture books, children gained
opportunities to perceive themselves positively.
This study empirically confirms that a long-term, individualized
interactive bibliotherapy program for slow learners is effective in
enhancing their self-efficacy in cognitive, emotional, and social
domains. Especially, the humanities-based approach utilizing picture
books functions as an effective tool for fostering children's inner
change and improving social relationships. It demonstrates theoretical
validity in key factors of self-efficacy: confidence, social skill—adaptability and verbal expression, and emotional stability.
Furthermore, by motivating participation and providing sustained
emotional support, the program as a practical intervention model is
capable of eliciting the developmental possibilities of slow learners
which can be comparable to those of normal children.
The future research with more participants, refined book selection,
motivation factors, and long-term follow-up is required to verify the
program's sustained effects. But despite its limited scope, I argue that
this study can be regarded as significant in broadening the
understanding of slow learners and presenting a bibliotherapy program
as a practical alternative for their educational settings.

목차 (Table of Contents)

• Ⅰ. 서론 1
• Ⅱ. 이론적 배경 8
• 1. 느린학습자의 정의 및 특성 8
• 1.1. 인지정서사회적 특성 8
• 1.2. 느린학습자를 위한 맞춤형 교수학습 전략 9
• 2. 그림책과 상호작용적 독서치료 이론 10
• 2.1. 그림책 10
• 2.2. 상호작용적 독서치료의 원리와 정의 10
• 2.3. 하인즈(Hynes)와 하인즈베리(Hynes-Berry)의 4단계 상호작용적 독서치료 과정 11
• 2.4. 상호작용적 독서치료의 선행연구 11
• 3. 자기효능감(Self-efficacy) 13
• 3.1. 반두라(Bandura)의 자기효능감 개념 13
• 3.2. 학업적 자기효능감과 학습동기의 관계 14
• 3.3. 자기효능감 선행연구 14
• Ⅲ. 연구 절차 및 방법 15
• 1. 연구 대상 15
• 2. 연구 절차 17
• 3. 측정 도구 36
• Ⅳ. 연구의 결과 54
• 1. 자기효능감과 교우관계 사전사후 분석 54
• 2. 상호작용적 독서치료 프로그램의 과정 기술 59
• 3. 아동별 구조적 기술 91
• Ⅴ. 결론 및 제언 115
• 참고문헌 118
• 초록 123
• 부록 126