다중지능이론에 기초한 미술활동 프로그램이 정신지체 청소년의 자기결정력에 미치는 효과 = (The)effects of art activity program based on multiple intelligence theory to self-determinations of adolescents with mental retardation

다국어 초록 (Multilingual Abstract)

The purpose of this study is to develop the art activity program based on multiple intelligence theory, and to verify the effects of the art activity program on self-determinations of adolescents with mental retardation.
The hypotheses of this study are as follows : 1) self-evaluated self- determination of an experiment group that consist of subjects participated in art activity program based on multiple intelligence theory would be higher than self evaluated control group's self-determination. 2) In teacher-evaluated subjects' self-determination, the experiment group would be higher than control group. 3) Adolescents who participated in art activity program would be positive personal improvement in their art work between the initial period and the latter period.
The subjects are 45 mental retardation adolescents(IQ 55-70) who were in a middle or a high school in Kyoungbuk Province. 15 subjects were randomly alloted in an experiment group, 15 subjects were randomly alloted in a control group, and 15 subjects were randomly alloted in a comparative group. The experiment group took the art activity program based on multiple intelligence theory of 27 sessions carried out for one hour, twice a week. The control group didn't any treatment. And comparative group took the self-concept and interpersonal art therapy program of 27 sessions carried out for one hour, twice a week.
For measurement of effects on each group, Self-Determination Teacher Perception Scale(TPS) by Hoffman, Field, and Sawilowsky(2000) and interpreted by Bang, Myung-Ae(2001), Self-Determination Student Scale(SDSS) by Hoffman, et al(2000) and interpreted by Park, Gee-Young(2003), Preschool Language Scale(PLS) by Zimmerman and Steiner(1979) and interpreted by Kim, Young Tae(2000), and Korean Vineland Social Maturity Scale constructed and standardized by Kim, Seung-Kook and Kim, Ok-Ki(1995) were used.
The Scores of each test were calculated and they were verified by two-way ANOVA and analysis of single-main effect through SPSS WIN 12.0. Also, Each subject's drawings of 1 session, 15 session, and 25 session in an experiment group were analyzed according to psychological diagnosis by drawing(Kim, Dong-Yun, 1990; Kim, Jae-Un, 1991).
The results of this study are as follows : 1) Art activity program based on multiple intelligence theory for improvement of self-determination of mental retardation adolescents significantly improved 'self-understanding' of mental retardation adolescent evaluated by their teachers. 2) Art activity program based on multiple intelligence theory for improvement of self-determination of mental retardation adolescents significantly improved self-evaluated 'self-understanding', 'planning', and 'to be behavior' of mental retardation adolescents. 3) Art activity program based on multiple intelligence theory for improvement of self-determination of mental retardation adolescents didn't improved auditory comprehension and verbal ability, and social maturity. 4) All members of an experiment group showed qualitatively positive changes in drawings which included 'self-understanding', 'self-worth perception', 'goal-setting and planning', and 'to be behavior'.
Suggestions for further study are as follows : 1) It is necessary to develop an appropriate scales to evaluate self-determination of mental retardation adolescents according to their development level included cognitive, emotional, linguistic, social development. 2) It is necessary to develop a various programs for improvement of self-determination of mental retardation adolescents. For more efficient rehabilitation of people with disabilities, it is necessary to not only develop the various programs, but also research into their effects throughly. 3) Further study needs to be perform after considering the number of subjects per group, a structure of program.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 문제 제기 1
• 2. 연구 가설 10
• 3. 용어의 정의 11
• Ⅱ. 이론적 배경 13
• 1. 자기결정력과 정신지체 청소년 13
• 2. 다중지능과 자기결정력 32
• 3. 정신지체 청소년의 미술활동과 다중지능 42
• 4. 자기결정력 증진을 위한 다중지능이론에 기초한 미술활동 프로그램 46
• Ⅲ. 연구방법 51
• 1. 연구대상 51
• 2. 연구도구 51
• 3. 실험설계 60
• 4. 연구절차 61
• 5. 자료분석 62
• Ⅳ. 연구결과 63
• 1. 교사가 평정한 자기결정력의 변화 63
• 2. 학생이 평정한 자기결정력의 변화 65
• 3. 언어 수용 및 표현 능력의 변화 70
• 4. 사회성숙도의 변화 71
• 5. 자기결정력 과정에 대한 질적 분석 72
• Ⅴ. 논 의 79
• Ⅵ. 결 론 84
• 참고문헌 88
• 영문초록 101
• 부록 Ⅰ 다중지능이론에 기초한 미술활동 프로그램 104
• 부록 Ⅱ 자기결정력 척도(교사용) 109
• 부록 Ⅲ 자기결정력 척도(학생용) 110
• 부록 Ⅳ 다중지능이론에 기초한 미술활동 프로그램 과정에 대한 질적 분석 기준 117
• 부록 Ⅴ 실험집단에 대한 자기결정력 증진 단계별 질적 분석 120