의사결정기술 교수프로그램이 발달장애학생의 자아개념과 자기결정능력에 미치는 효과 = The Effects of Decision-Making Education Program on the Self-Concept and Self- Determination Skills of Students with Developmental Disabilities

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effects of a decision- making education program on the self-concept and self-determination skills of students with developmental disabilities in an attempt to assist them to improve their own decision-making skills and attain self- realization in pursuit of a better quality of life.
The subjects in this study were 30 selected students with developmental disabilities who were enrolled in special classes in the city of B. The students expressed themselves improperly, had to be helped by others in making a choice or were passive when they were engaged in after-school activities. A decision-making education program was selected as an independent variable that might have a positive impact on the self-concept and self-determination skills of the students with developmental disabilities, and that program was conducted to see if there were any gaps between an experimental group and a control group. For data handling, statistical data on mean and standard deviation in both pretest and posttest were obtained, and t-test was employed.

The findings of the study were as follows;

After the decision-making education program was provided, the experimental group excelled the control group in general adequacy, peer-relationship self-concept, teacher/school-related self-concept, academic self-concept and physical self-concept. That program turned out to be effective in boosting their positive self-concept.
The experimental group that was exposed to the decision-making education program surpassed the control group that wasn't in self- determination skills related to autonomy and self-realization, and it's proven that the program had a good effect on enhancing their positive self-determination skills.
The findings of the study explained what made each student lack confidence and caused their problem behaviors, and what the focus of education should be placed on was suggested. The students who participated in the program got to realize what they liked, what they could do and what they would do in the future, and then made a decision on their own. Also, they came to know better about themselves and learned to accept others as they were. Such favorable changes in their self-concept and self-determination skills were expected to affect their self-management and interpersonal relationship as well.
Based on the above-mentioned findings, there are some suggestions:
First, just a decision-making education program was applied to students with developmental disabilities, and different programs should be utilized to make a comparative analysis of their effects.
Second, only 20 students with developmental disabilities were selected in this study, and the findings of the study might not be generalizable. A greater number of students should be examined in the future.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구 의의 = 1
• 2. 연구 목적 = 3
• 3. 용어 정의 = 3
• Ⅱ. 이론적 배경 = 5
• 1. 자아개념 = 5
• 2. 자기결정능력 = 6
• 3. 발달장애학생의 자아개념과 자기결정능력 = 15
• 4. 의사결정기술 교수프로그램 = 20
• Ⅲ. 연구 방법 = 24
• 1. 연구 대상 = 24
• 2. 연구 설계 = 24
• 3. 연구 도구 = 25
• 4. 연구 절차 = 30
• 5. 자료 처리 = 31
• Ⅳ. 결과 및 논의 = 32
• 1. 자아개념에 미치는 효과 = 32
• 2. 자기결정능력에 미치는 효과 = 35
• Ⅴ. 결론 및 제언 = 38
• 1. 결론 = 38
• 2. 제언 = 40
• 참고문헌 = 41
• 영문초록 = 43
• 부 록 = 46
• 1. 의사결정기술 교수프로그램 = 46
• 2. 자아개념 검사 = 66
• 3. 자기결정능력 검사 = 67