교과수업과 연계한 학급단위의 사회정서학습: 사회정서적 유능성과 학교관련 성과에 미치는 효과 = Classroom-Based Social and Emotional Learning Linked to Academic Instruction: Its Effects on Social-Emotional Competences and School-Related Outcomes

다국어 초록 (Multilingual Abstract)

This study was conducted to test the effects of classroom-based social and emotional learning (SEL) on students’ social-emotional competences and school-relatd outcomes. The interventions involved 176 sixth graders in six classrooms. Two classrooms implemented SEL during academic instruction, two other classrooms employed Strong Kids curriculum, and the remaining two were assigned to a control group. Data were collected from self-report questionnaires designed to assess peer conflict resolution, emotional intelligence, positive/negative affect, academic self-efficacy, sense of school belonging, and learning skills. Analyses of covariance, mixed-design analyses of variance, and planned comparisons revealed that SEL was effective in enhancing students’ social-emotional competences and school-related outcomes but its effects varied with how it was implemented. First, SEL was effective in increasing cooperative resolution strategies and in decreasing both aggressive and avoidant strategies. In particular, Strong Kids curriculum was more effective in increasing cooperative strategies and decreasing avoidant strategies than was SEL linked to academic instruction. Second, SEL was effective in improving emotional intelligence and positive affect; however, it was not effective in reducing negative affect. Strong Kids curriculum was more effective in improving emotional intelligence but SEL linked to academic instruction was more effective in increasing positive affect. Third, SEL was effective in enhancing academic self-efficacy but was not effective in heightening sense of school belonging. SEL linked to academic instruction was more effective in facilitating academic self-efficacy than was Strong Kids curriculum. Fourth, SEL was effective in improving learning skills. Compared to Strong Kids curriculum, SEL linked to academic instruction was more effective in improving both self-management and class participation skills. These findings were discussed in light of the necessity of seeking ways to secure the intervention integrity of SEL linked to academic instruction and to ensure the sustainability of schoolwide SEL programming.

국문 초록 (Abstract)

이 연구는 사회정서학습의 실시가 학생의 사회정서적 유능성과 학교관련 성과에 미치는 효과를 검증하고, 사회정서학습의 두 가지 실시방법(교과수업과 연계한 학급단위의 사회정서학습, 구조화된 Strong Kids 커리큘럼)의 효과를 비교할 목적으로 수행되었다. 이를 위하여, 초등학교 6개 학급(남녀 학생 176명)을 2개 학급씩 수업연계 사회정서학습 집단, Strong Kids 커리큘럼 집단, 통제집단에 배정하고, 사전검사와 사후검사를 통해 또래간 갈등해결, 정서지능, 정적 및 부적 정서, 학업적 효능감, 학교소속감, 자기관리 학습기술, 수업참여 학습기술에 관한 자료를 수집하였다. 수집된 자료에 대해 공분산분석과 혼합설계 분산분석 및 계획비교를 실시한 결과, 사회정서학습의 실시가 사회정서적 유능성과 학교관련 성과를 향상시키고, 그 효과가 사회정서학습의 실시방법에 따라 다른 것으로 밝혀졌다. 첫째, 사회정서학습의 실시가 협력적 갈등해결을 증가시키고 공격적 갈등해결과 회피적 갈등해결을 감소시켰다. 특히, 수업연계 사회정서학습보다는 구조화된 Strong Kids 커리큘럼이 협력적 갈등해결의 증가와 회피적 갈등해결의 감소에 더욱 효과적이었다. 둘째, 사회정서학습의 실시가 정서지능과 정적 정서를 증가시키는데 효과적이었다. 구조화된 커리큘럼은 정서지능의 향상에, 수업연계 사회정서학습은 정적 정서의 증가에 더욱 효과적이었다. 반면, 부적 정서의 감소에 대한 사회정서학습의 효과는 유의하지 않았다. 셋째, 사회정서학습의 실시가 학업적 효능감을 향상시켰는데, 특히 수업연계의 방법이 구조화된 커리큘럼보다 효과적이었다. 그러나 학교소속감에 대한 사회정서학습의 효과는 유의하지 않았다. 넷째, 사회정서학습의 실시가 자기관리 및 수업참여의 학습기술을 향상시키는데 효과적이었다. 구조화된 커리큘럼의 실시보다는 수업연계 사회정서학습의 실시가 두 가지 학습기술의 향상에 더욱 효과적이었다. 끝으로, 수업연계 사회정서학습의 처치충실성을 확보하고 학교시스템 차원에서 지속적으로 시행하는 방안을 모색할 필요성에 대해 논의하였다.

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