시각장애학생의 사회적 기술 평정척도 개발 및 사회적 기술 특성 분석 = Development of social skills rating scale for students with visual impairments and analysis on characteristics of their social skills

다국어 초록 (Multilingual Abstract)

This study is to validate the Social Skills Rating Scale Teacher Form for Students with Visual Impairments in Korea and also to analyze their social skills rating data according to the characteristic variables of them.
First of all, to make items and certificate content validity for the rating scale, I reviewed related researches and then examine through experts in this area. Participants in this study are of 795, all of them in school for the visually impaired. For the reliability and the validity, teachers who work in special education school for the visually impaired rated 53 items of social skills with 4 Likert's scale. Finally, It was proved to be the reliability through Cronbachα and test-retest, this is showed internal consistency reliability. And then, for proving the validity of the instrument, exploratory factor analysis by the Principal Component Analysis and the Promax Rotation Method and 3 factors Fixed Factor Analysis are used. Therefore 3 factors, social cognition, interaction, self-control are extracted. Also, the concurrent validity is proved with SSRS.
For this study purpose, statistical method is used as follows :
The reliability in general is Cronbach α=.99, which had highly level. The result of analyzing a rating scales instrument using the Principal Component Analysis and the Promax Rotation Method were showed three factors. Also the relation between this rating scales instrument and SSRS was highly related by concurrent evidence(r=.97).
According to t-test, ANOVA method, total social skills rating data were analyzed to characteristic variables of students with visual impairments, these include sex, grade level, visual function, visual impairment onset, presence of other disabilities. The t-test analysis showed that no statistically difference in the social skills rating marks by sex. But there were difference significant meaningfully in visual function(blind/low vision), visual impairments onset (congenital/adventitious). Besides, It showed a meaningful difference by presence of other disabilities. Especially, there is difference the lower/the higher grade in elementary, the middle, and the high school in the post test. Also, in case of examining items score respectively, most of items are in average level. But students with visually impaired showed difference between common reacted items and so it is not.
Therefore, the results of MONOVA comparing with the subcategories of social skills rating scales for the visually impaired respectively by characteristic variables were proved significant meaningful differences between social cognition factor and interaction factor or self-control factor only except sex variable. No more than sex variable was not meaningful. The social skills by grade level were showed meaningful difference in social cognition factor, and self-control factor respectively.
We can establish effectiveness of this instrument, the social skills rating scale teacher form for students with visual impairments, through testing highly reliability and validity. Therefore, this instrument can be applicable to the students with visual impairments as a social skills assessment resource for them. Through this result, if more research on social skills of the visually impaired using this instrument is performed, these results are utilized as a assessment resources to understand and intervene program improving social skills for them.

국문 초록 (Abstract)

본 연구는 우리나라 시각장애학생들의 사회적 기술을 평정하기 위한 교사용 척도를 개발하고, 그 척도를 사용한 결과를 분석하여 시각장애학생 배경변인에 따른 사회적 기술 특성을 구명하는 데 그 목적이 있다.
본 연구에서 개발한 평정척도는 선행연구를 통한 개념 구성과 기존의 사회적 기술 평정척도를 근거로 문항을 작성한 뒤 전문가 집단에게 검토를 의뢰하여 내용타당도를 확보하였다. 예비검사를 거쳐 53개의 최종문항을 선정하고 4점 척도로 작성한 본 평정척도를 우리나라 시각장애학교 학생에게 적용하여 795명의 자료를 처리하였다. 내적일관성 신뢰도인 Cronbachα와 재검사 신뢰도를 구하였으며, 타당도는 주성분분석과 프로맥스 회전 방법으로 탐색적 요인분석과 3요인 지정 요인분석으로 구인타당도를 검증하였다. 요인분석 결과 사회인지, 상호작용, 자아통제의 3요인이 추출되었다. 또한 우리나라에서 신뢰도와 타당도가 검토된 사회적 기술 평정도구(SSRS)를 준거로 하여 공인 타당도도 검토하였다.
본 평정척도의 전체 신뢰도는 Cronbach α값이 .99로 높게 나왔으며, 3요인에 대한 신뢰도는 .98~.99를 나타냈다. 재검사 신뢰도는 .96의 상관계수를 얻었다. 본 평정척도와 SSRS의 상관분석을 한 결과 본 평정척도의 공인근거는 .97로서 매우 높은 편으로 해석되었다.
시각장애학생의 사회적 기술 특성을 분석하기 위하여 사회적 기술 평정 점수 전체에 대한 배경변인 내 변인간 차이들을 t검증과 ANOVA로 통계처리하였다. 성별은 유의미한 차이가 없었으나, 시력정도와 시각손상시기, 기타장애유무는 유의미한 차이를 보였다. 학년수준은 유의미한 차이가 나타났으며, 사후검증 결과 초등 저학년과 중학부에서, 그리고 초등 저학년과 고등부에서 유의미한 차이가 있었다. 또한 문항별 점수를 분석해 보면, 전체적으로 평균 척도 점수에서 크게 벗어나지는 않았지만 시각장애학생이 자주 나타내는 문항과 약간 나타내는 문항이 있음이 파악되었다.
시각장애학생의 사회적 기술 평정척도의 하위요인을 배경변인에 따라 중다변량분석으로 검증한 결과, 성별을 제외한 배경변인들은 사회인지 요인과 상호작용 요인, 자아통제 요인에서 각각 유의한 차이를 보였다. 단지 성별은 자아통제 요인에서만 유의미한 차이를 보였다.
결론적으로 본 연구에서 개발한 시각장애학생의 사회적 기술 평정척도는 신뢰도와 타당도가 높은 도구로 평가되었다. 또한 본 연구는 시각장애학생 전체뿐만 아니라 개개인의 사회적 기술 정도를 배경변인에 따라 분석하고 이해할 수 있게 되었음에 의의를 찾을 수 있다. 앞으로 본 연구에서 개발된 시각장애학생의 사회적 기술 평정척도가 중재 프로그램 개발등으로 연계되어 사정도구로 기능할 수 있기를 기대한다.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 5
• 3. 용어의 정의 = 5
• 4. 연구의 제한점 = 6
• Ⅱ. 이론적 배경 = 8
• 1. 사회적 기술의 개념 = 8
• 2. 사회적 기술의 평정척도 = 17
• 3. 시각장애학생의 사회적 기술 특성 = 25
• Ⅲ. 연구 방법 = 44
• 1. 연구 대상 = 44
• 2. 연구 도구 = 47
• 3. 연구 절차 = 52
• 4. 자료 처리 = 55
• Ⅳ. 연구 결과 = 57
• 1. 시각장애학생의 사회적 기술 평정척도 개발 = 57
• 2. 시각장애학생의 사회적 기술 특성 분석 = 70
• Ⅴ. 논의 = 80
• 1. 시각장애학생의 사회적 기술 평정척도(SSRS-SVI) 개발에 관한 논의 = 80
• 2. 시각장애학생의 사회적 기술 특성 분석에 관한 논의 = 90
• Ⅵ. 요약 및 결론 = 100
• 1. 요약 = 100
• 2. 결론 및 제언 = 101
• 참고문헌 = 104
• 부록 = 124
• Abstract = 146
• 국문초록 = 149

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