社會.情緖學習 프로그램이 社會.情緖的 成果와 學校適應에 미치는 效果

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effects of the social and emotional learning program on social and emotional outcomes and school adjustment. The social and emotional learning program of this study was based on the Strong Kids social and emotional learning curriculum of Merrell et al. (2007). This program was designed for the purpose of explicitly teaching social and emotional skills, promoting resilience, strengthening assets, and increasing the coping skills of upper elementary school students.
In the experiment, a mixed, between-subject, within-subject design was used. Two between-subject factors were the program treatment (present vs. absent) and level of school maladjustment (high vs. low). One within-subject factor was testing time (pre vs. post). The criterion variables were social and emotional outcomes and school maladjustment. The social and emotional outcomes were composed of three factors: Social and emotional content knowledge, social and emotional symptom, and social and emotional functioning.
All subjects were 60 5th elementary school students selected randomly according to the levels of school maladjustment. High level of school maladjustment was defined as one standard deviation above the mean of population (that is, Percentile Rank = 84) and low level was defined as one standard deviation below the mean of population (that is, Percentile Rank = 16). 30 students were selected randomly from each level and assigned randomly to the experimental and control group.
Manin findings of this study were as follows:
First, elementary school students receiving the social and emotional learning program showed more significant social and emotional content knowledge and social and emotional functioning including social competence and emotional regulation, and less social and emotional internalizing symptoms than those receiving no such program. These effects were appeared regardless of levels of school maladjustment.
Second, students of the experimental group improved social and emotional content knowledge and the social and emotional functioning including social competence, emotional regulation, empathy, and self-esteem and reduced social and emotional internalizing symptoms after the intervention.
Third, elementary school students receiving the social and emotional learning program showed less significant overall school maladjustment. These effects were appeared regardless of levels of school maladjustment.
Finally, students of the experimental group reduced the levels of maladjustment to teachers, peers, instruction, and school rules after the intervention.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 의의 1
• 2. 문제의 제기 3
• 3. 연구의 가설 9
• 4. 용어의 정의 10
• Ⅱ. 이론적 배경 12
• 1. 사회정서학습 이론과 학교적응 12
• 1) 사회정서학습의 정의 12
• 2) 사회정서학습의 중심 양상 14
• 3) 사회정서학습 기술 16
• 4) 사회정서학습의 예방 삼각형 모형 19
• 5) 사회정서학습과 학교적응의 관계 23
• 2. Strong Kids 사회정서학습 프로그램 28
• 1) 이론적 근거 28
• 2) 단원 내용 구성 29
• 3) 본 연구의 프로그램 내용 31
• 3. 선행연구의 개관 32
• 1) 사회ㆍ정서적 성과 32
• 2) 학교적응 38
• Ⅲ. 연구방법 40
• 1. 실험 참가자 40
• 2. 실험도구 40
• 3. 실험설계 46
• 4. 실험절차 47
• 5. 자료처리 51
• Ⅳ. 결 과 53
• 1. 사회정서적 성과 53
• 2. 학교적응 67
• Ⅳ. 논 의 74
• 1. 사회정서적 성과 74
• 2. 학교적응 78
• Ⅳ. 결론 및 제언 82
• 참고문헌 84

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