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The ultimate goal of special education is to have adolescents with disabilities adjust to their community, take a given role as community members, and at the end of, seek a self-fulfillment. To these ends, the negative mechanism that could affect on t...
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RISS 인기검색어
지체장애 청소년의 장애수용과 회복탄력성, 사회참여의 구조적 관계 = Structural Relationship among Disability Acceptance, Resilience, and Social Participation of Adolescents with Physical Disabilities
한글로보기부가정보
다국어 초록 (Multilingual Abstract)
The ultimate goal of special education is to have adolescents with disabilities adjust to their community, take a given role as community members, and at the end of, seek a self-fulfillment. To these ends, the negative mechanism that could affect on the adolescents with physical disabilities should be reduced and the positive mechanism that affect social participation of them must be facilitated simultaneously. Futhermore, offering of instructions and strategies to cultivate a various competence of adolescents with physical disabilities that can achieve a successful transition from adolescence period to adulthood and lead a happy lives is essential. To make these works be realized, psychological factors as well as physical support factors should be considered. That is, the disability acceptance with which one is able to lead positive and satisfied lives, the resilience, an ability to cope with faced difficulties, and the social participation in various daily activities should be equipped for adolescents with physical disabilities. Nevertheless, there have been few researches conducted to explore the level and affecting factors of the disability acceptance, resilience, and social participation of adolescents with physical disabilities with multilateral aspects .
This study aimed to explore the structural relationship among disability acceptance, resilience, and social participation of adolescents with physical disabilities. To achieve these aims, the following research questions were established.
1. How the level of disability acceptance, resilience, and social participation of adolescents with physical disabilities according to their sociodemographic variables is?
2. How the structural relationship among the disability acceptance, resilience, and social participation of adolescents with physical disabilities is?
In order to fulfill these aims, construction of three scales through the literatures review was conducted. Then, carrying a survey and analyzing the collected data according to research questions were accomplished. The detailed methods of this study are as follows.
First, scales of disability acceptance, resilience, and the social participation of adolescents with physical disabilities were constructed through the literatures review. Three professors majoring in the special education, three special education teachers, and four graduate students checked the content validity. As well, face validity was verified by twenty adolescents with physical disabilities. Through these steps, final three scales were extracted. In next step, 255 adolescents with physical disabilities were asked to complete the questionnaire. With collected data, exploratory factor analysis, confirmatory factor analysis, and reliability analysis were performed.
Second, to investigate on the level of adolescents with physcial disabilities by sociodemographic variables, the independent-samples t-test and analysis of variance were used. As well, to explore the structural relationship among disability acceptance, resilience, and social participation of adolescents with physical disabilities, analysis of structural equation modeling was performed. In this process, verifying the appropriateness of measurement model, research model, and modified models was carried out. And then, by comparing research model with modified models, this study chose the final model.
Third, the direct effect, indirect effect, and total effect of disability acceptance, resilience, and social participation were explored by using path analysis and bootstrapping. As well, to verify the effect of regulation effect, multiple group path analysis and interaction effect analysis were performed.
The results of this study are as follows;
First, the level of disability acceptance of adolescents with physical disabilities was positive. And there were statistically significant difference according to sociodemographic variables such as age, grade, status on independent activities, and status on computer use. As well, the level of resilience was positive, and there were significant differences according to age, grade, onset of disabilities, status on independent activities, residential type, and status on the computer use. The level of social participation of adolescents with physical disabilities was positive. And there were significant difference by age, grade, onset of disabilities, status on independent activities, residential type, and status on the aids and computer use. At last, there were significant positive correlation among sub-domains of disability acceptance, resilience, and social participation.
Second, disability acceptance of adolescents with physical disabilities affected positively on resilience statistically significantly. Resilience of adolescents with physical disabilities affected on social participation significantly. And disability acceptance affected on social participation, but the influence was not significant statistically. Regarding to the mediating effect of resilience, this study could verify the significant indirect effect of resilience. Finally, there were significant regulation effect by sociodemographic variables such as status of computer use and age. In particular, on the path of affecting disability acceptance on resilience, the regulation effect of status on computer use was confirmed. As well, on the path of affecting disability acceptance on the resilience and social participation as well as the path of affecting resilience on social participation, the regulation effects of age were verified.
Based on these results, the exploration of grounds for using disability acceptance and resilience as effective tools to improve the recognition and self-confidence of adolescents with physical disabilities on the social participation could be possible. It can be also realized to design practical approaches and establish strategies to be applied potential programs in terms of disability acceptance, resilience, and social participation of adolescents with physical disabilities.
This study aimed to explore the structural relationship among disability acceptance, resilience, and social participation of adolescents with physical disabilities. To achieve these aims, the following research questions were established.
1. How the level of disability acceptance, resilience, and social participation of adolescents with physical disabilities according to their sociodemographic variables is?
2. How the structural relationship among the disability acceptance, resilience, and social participation of adolescents with physical disabilities is?
In order to fulfill these aims, construction of three scales through the literatures review was conducted. Then, carrying a survey and analyzing the collected data according to research questions were accomplished. The detailed methods of this study are as follows.
First, scales of disability acceptance, resilience, and the social participation of adolescents with physical disabilities were constructed through the literatures review. Three professors majoring in the special education, three special education teachers, and four graduate students checked the content validity. As well, face validity was verified by twenty adolescents with physical disabilities. Through these steps, final three scales were extracted. In next step, 255 adolescents with physical disabilities were asked to complete the questionnaire. With collected data, exploratory factor analysis, confirmatory factor analysis, and reliability analysis were performed.
Second, to investigate on the level of adolescents with physcial disabilities by sociodemographic variables, the independent-samples t-test and analysis of variance were used. As well, to explore the structural relationship among disability acceptance, resilience, and social participation of adolescents with physical disabilities, analysis of structural equation modeling was performed. In this process, verifying the appropriateness of measurement model, research model, and modified models was carried out. And then, by comparing research model with modified models, this study chose the final model.
Third, the direct effect, indirect effect, and total effect of disability acceptance, resilience, and social participation were explored by using path analysis and bootstrapping. As well, to verify the effect of regulation effect, multiple group path analysis and interaction effect analysis were performed.
The results of this study are as follows;
First, the level of disability acceptance of adolescents with physical disabilities was positive. And there were statistically significant difference according to sociodemographic variables such as age, grade, status on independent activities, and status on computer use. As well, the level of resilience was positive, and there were significant differences according to age, grade, onset of disabilities, status on independent activities, residential type, and status on the computer use. The level of social participation of adolescents with physical disabilities was positive. And there were significant difference by age, grade, onset of disabilities, status on independent activities, residential type, and status on the aids and computer use. At last, there were significant positive correlation among sub-domains of disability acceptance, resilience, and social participation.
Second, disability acceptance of adolescents with physical disabilities affected positively on resilience statistically significantly. Resilience of adolescents with physical disabilities affected on social participation significantly. And disability acceptance affected on social participation, but the influence was not significant statistically. Regarding to the mediating effect of resilience, this study could verify the significant indirect effect of resilience. Finally, there were significant regulation effect by sociodemographic variables such as status of computer use and age. In particular, on the path of affecting disability acceptance on resilience, the regulation effect of status on computer use was confirmed. As well, on the path of affecting disability acceptance on the resilience and social participation as well as the path of affecting resilience on social participation, the regulation effects of age were verified.
Based on these results, the exploration of grounds for using disability acceptance and resilience as effective tools to improve the recognition and self-confidence of adolescents with physical disabilities on the social participation could be possible. It can be also realized to design practical approaches and establish strategies to be applied potential programs in terms of disability acceptance, resilience, and social participation of adolescents with physical disabilities.
The ultimate goal of special education is to have adolescents with disabilities adjust to their community, take a given role as community members, and at the end of, seek a self-fulfillment. To these ends, the negative mechanism that could affect on the adolescents with physical disabilities should be reduced and the positive mechanism that affect social participation of them must be facilitated simultaneously. Futhermore, offering of instructions and strategies to cultivate a various competence of adolescents with physical disabilities that can achieve a successful transition from adolescence period to adulthood and lead a happy lives is essential. To make these works be realized, psychological factors as well as physical support factors should be considered. That is, the disability acceptance with which one is able to lead positive and satisfied lives, the resilience, an ability to cope with faced difficulties, and the social participation in various daily activities should be equipped for adolescents with physical disabilities. Nevertheless, there have been few researches conducted to explore the level and affecting factors of the disability acceptance, resilience, and social participation of adolescents with physical disabilities with multilateral aspects .
This study aimed to explore the structural relationship among disability acceptance, resilience, and social participation of adolescents with physical disabilities. To achieve these aims, the following research questions were established.
1. How the level of disability acceptance, resilience, and social participation of adolescents with physical disabilities according to their sociodemographic variables is?
2. How the structural relationship among the disability acceptance, resilience, and social participation of adolescents with physical disabilities is?
In order to fulfill these aims, construction of three scales through the literatures review was conducted. Then, carrying a survey and analyzing the collected data according to research questions were accomplished. The detailed methods of this study are as follows.
First, scales of disability acceptance, resilience, and the social participation of adolescents with physical disabilities were constructed through the literatures review. Three professors majoring in the special education, three special education teachers, and four graduate students checked the content validity. As well, face validity was verified by twenty adolescents with physical disabilities. Through these steps, final three scales were extracted. In next step, 255 adolescents with physical disabilities were asked to complete the questionnaire. With collected data, exploratory factor analysis, confirmatory factor analysis, and reliability analysis were performed.
Second, to investigate on the level of adolescents with physcial disabilities by sociodemographic variables, the independent-samples t-test and analysis of variance were used. As well, to explore the structural relationship among disability acceptance, resilience, and social participation of adolescents with physical disabilities, analysis of structural equation modeling was performed. In this process, verifying the appropriateness of measurement model, research model, and modified models was carried out. And then, by comparing research model with modified models, this study chose the final model.
Third, the direct effect, indirect effect, and total effect of disability acceptance, resilience, and social participation were explored by using path analysis and bootstrapping. As well, to verify the effect of regulation effect, multiple group path analysis and interaction effect analysis were performed.
The results of this study are as follows;
First, the level of disability acceptance of adolescents with physical disabilities was positive. And there were statistically significant difference according to sociodemographic variables such as age, grade, status on independent activities, and status on computer use. As well, the level of resilience was positive, and there were significant differences according to age, grade, onset of disabilities, status on independent activities, residential type, and status on the computer use. The level of social participation of adolescents with physical disabilities was positive. And there were significant difference by age, grade, onset of disabilities, status on independent activities, residential type, and status on the aids and computer use. At last, there were significant positive correlation among sub-domains of disability acceptance, resilience, and social participation.
Second, disability acceptance of adolescents with physical disabilities affected positively on resilience statistically significantly. Resilience of adolescents with physical disabilities affected on social participation significantly. And disability acceptance affected on social participation, but the influence was not significant statistically. Regarding to the mediating effect of resilience, this study could verify the significant indirect effect of resilience. Finally, there were significant regulation effect by sociodemographic variables such as status of computer use and age. In particular, on the path of affecting disability acceptance on resilience, the regulation effect of status on computer use was confirmed. As well, on the path of affecting disability acceptance on the resilience and social participation as well as the path of affecting resilience on social participation, the regulation effects of age were verified.
Based on these results, the exploration of grounds for using disability acceptance and resilience as effective tools to improve the recognition and self-confidence of adolescents with physical disabilities on the social participation could be possible. It can be also realized to design practical approaches and establish strategies to be applied potential programs in terms of disability acceptance, resilience, and social participation of adolescents with physical disabilities.
목차 (Table of Contents)
- Ⅰ. 서론 1
- 1. 연구의 필요성과 목적 1
- 2. 연구 문제 8
- 3. 용어의 정의 9
- 4. 연구의 제한점 11
- Ⅰ. 서론 1
- 1. 연구의 필요성과 목적 1
- 2. 연구 문제 8
- 3. 용어의 정의 9
- 4. 연구의 제한점 11
- Ⅱ. 이론적 배경 12
- 1. 지체장애 청소년의 장애수용 12
- 2. 지체장애 청소년의 회복탄력성 26
- 3. 지체장애 청소년의 사회참여 38
- 4. 지체장애 청소년의 장애수용, 회복탄력성, 사회참여의 구조적 관계 51
- Ⅲ. 연구 방법 60
- 1. 연구 대상 60
- 2. 연구 도구 63
- 3. 연구 절차 91
- 4. 자료 처리 93
- Ⅳ. 연구 결과 95
- 1. 지체장애 청소년의 변인별 장애수용, 회복탄력성, 사회참여 수준 95
- 2. 지체장애 청소년의 장애수용, 회복탄력성, 사회참여의 구조적 관계 106
- Ⅴ. 논의 136
- 1. 연구 방법에 대한 논의 136
- 2. 연구 결과에 대한 논의 139
- Ⅵ. 요약 및 결론 158
- 1. 요약 158
- 2. 결론 및 제언 161
- 참고문헌 164
- 부록 191
- 영문초록 200
- 국문요약 205
참고문헌 (Reference)
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2. 아동발달의 이해, 정옥분, 학지사, 학지사, , 2013
3. 2015 특수교육통계, 교육부, 국립특수교육원, , 2015
4. 지체장애 학생 교육, 박은혜, 김정연, 학지사, , 2010
5. SPSS, AMOS 활용의 실제, 김석우, 학지사, , 2010
6. 인간행동과 사회환경, 이근홍, 공동체, 학지사, , 2006
7. 지체부자유아의 심리적 문제, 곽승철, 대구대학교 출판부, , 1995
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2. 아동발달의 이해, 정옥분, 학지사, 학지사, , 2013
3. 2015 특수교육통계, 교육부, 국립특수교육원, , 2015
4. 지체장애 학생 교육, 박은혜, 김정연, 학지사, , 2010
5. SPSS, AMOS 활용의 실제, 김석우, 학지사, , 2010
6. 인간행동과 사회환경, 이근홍, 공동체, 학지사, , 2006
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39. 지체장애인의 생활체육 참여에 따른 회복탄력성 차이검증, 김동원, 김상두, 한국스포츠학회, 한국스포츠학회지, 12(4), 319-329, , 2014
40. 장애발생시기에 따른 삶의 만족도와 장애수용도 와의 관계, 조성재, 조주현, 간우선, 한국재활심리학회, 재활심리연구, 19(1), 149-174, , 2012
41. 장애청소년의 사회적응에 영향을 미치는 요인에 관한 연구, 이은진, 이화여자대학교 대학원 석사학위논문, , 2006
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45. 지체장애인의 관광활동이 삶의 질에 미치는 영향에 관한 연구, 이명철, 강인호, 대한관광경영학회, 관광연구, 27(2), 369-392, , 2012
46. 고용관련 환경요인이 장애인당사자의 장애수용에 미치는 영향, 정승원, 장애와 고용, 22(4), 323-350, , 2012
47. 스포츠 참여가 지체장애인의 장애수용과 신체상에 미치는영향, 홍려교, 홍양자, 한국특수체육학회, 한국특수체육학회지, 9(2), 31-48, , 2001
48. 지체장애인의 좌식배구 참여여부가 사회성 발달에미치는 영향, 김옥자, 홍양자, 김혜영, 한국특수체육학회, 한국특수체육학회지, 19(4), 18-33, , 2011
49. 산재장애인의 지역사회통합에 영향을 미치는 요인에 관한 연구, 박수경, 한국사회복지학회, 한국사회복지학, 33, 162-185, , 1997
52. 활동보조서비스의 이용에 따른 장애인의 생활변화에 대한 연구, 정일교(Jeong, Il-Gyo), 한국지역사회복지학회, 한국지역사회복지학, 23, 233-258, , 2007
53. 지체장애인의 주관적 삶의 질에 영향을 미치는 요인에 관한 연구, 임성욱, 양철호, 이숙자, 한국사회조사연구소, 사회연구, 1, 161-184, , 2007
54. 어머니의 양육태도가 초등학생 자녀의 회복탄력성에 미치는 영향, 김계숙, 광운대학교 대학원 석사학위논문, , 2012
55. 활동보조서비스 만족도가 장애인의 사회참여에 미치는 영향 연구, 박인영, 백석대학교 대학원 박사학위논문, , 2012
56. 교통사고장애인의 사회적 적응에 영향을 미치는 요인에 관한 연구, 이은경, 성균관대학교 대학원 석사학위논문, , 2004
57. 사회참여에 대한 여성 장애인의 주관적 인식 연구: Q방법론의 활용, 김은경, 신유리, 여성연구소, 여성학연구, 21(3), 101-140, , 2011
58. 지체장애여성의 사회참여에 관한 연구-가족기능의 매개효과 검증-, 신은경, 곽지영, 한국사회보장학회, 사회보장연구, 24(1), 259-281, , 2008
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60. 장애대학생과 비장애대학생의 불안과 진로자기효능감에 대한 인식, 박재국, 권언남, 김은라, 한국특수아동학회, 특수아동교육연구, 17(4), 23-54, , 2015
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63. 성인중도지체장애인의 장애수용에 영향을 미치는 요인에 관한 연구, 손연숙, 서울기독대학교 대학원 석사학위논문, , 2008
64. 시각장애대학생의 역량강화가 사회참여에 미치는 영향에 관한 연구, 임진섭, 김태형, 한국시각장애교육재활학회, 시각장애연구, 27(2), 19-40, , 2011
65. 장애개념 변화와 장애인복지관 지역사회중심 재활 실천의 재구조화, 김용득, 한국장애인복지학회, 한국장애인복지학, 4(4), 49-74, , 2006
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67. 청각장애청소년이 갖는 대인관계성향이 사회성 발달에 미치는 영향, 강우진, 한국특수아동학회, 특수아동교육연구, 13(3), 143-161, , 2011
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70. 농촌 결혼이주여성의 생활만족도에 사회참여활동 태도가 미치는 효과, 양순미, 한국농촌사회학회, 농촌사회, 20(1), 233-263, , 2010
74. 산재장애인의 장애수용도,장애정도,장애부위가 직업복귀에 미치는 영향, 김희영, 조성재, 한국직업재활학회, 직업재활연구, 19(1), 167-186, , 2009
75. 여성장애인의 사회참여프로그램이 사회통합에 미치는 영향에 관한 연구, 위수경, 카톨릭대학교 대학원 석사학위논문, , 2000
76. 직업생활 프로그램이 자폐성 장애 학생의 사회 적응 행동에 미치는 영향, 김달봉, 조재규, 정훈영, 정서ㆍ행동장애연구, 26(3), 209-229, , 2010
77. 중도지체장애인의 종교적 특성이 심리적 적응에 미치는 영향에 관한 연구, 석말숙, 한국사회복지학회, 교회사회사업, 2, 145-179, , 2004
78. 지체장애인의 고용에 관한 영향요인 연구: 사회참여의 매개효과를 중심으로, 신은경, 한국장애인고용공단 고용개발원, 장애와 고용, 18(2), 159-184, , 2008
79. 청장년층 장애인의 장애수용에 대한 사회인구적 변인의 영향력은 어떠한가?, 박은영, 남수정, 장애와 고용, 23(3), 135-151, , 2013
80. 뇌졸중 후 편마비인의 체육활동과 장애수용, 자아존중감, 생활만족도의 관계, 김경숙, 한국특수체육학회, 한국특수체육학회지, 17(4), 1-18, , 2009
81. 자기선택과 지역사회통합의 기회가 성인 지적장애인의 삶의 질에 미치는 영향, 노승현, 황환, 국립특수교육원, 특수교육연구, 17(2), 233-257, , 2010
83. 사회적 지지와 사회 참여,삶의 만족도가 장애대학생의 장애수용에 미치는 영향, 강윤주, 공마리아, 한국재활심리학회, 재활심리연구, 20(3), 463-480, , 2013
84. 여성 지체장애인의 장애수용과 자기효능감, 대인관계, 심리적 안녕감과의 관계, 최은경, 계명대학교 대학원 석사학위논문, , 2012
85. 유아의 탄력성에 대한 어머니의 양육스트레스, 양육효 능감 및 양육행동의 영향, 김선희, 한국유아교육학회, 유아교육연구, 25(4), 191-210, , 2005
89. 장애인 사회참여와 개인 및 지원환경요인의 관계에 관한 연구-HLM을 이용한 분석-, 신은경, 연세대학교 대학원 박사학위논문, , 2007
90. 장애수용 및 삶의 만족도와 장애발생시기간의 관계 연구-지체장애인을 중심으로-, 간우선, 대구대학교 대학원 석사학위논문, , 2009
91. 비디오 자기모델링 중재가 발달장애아동의 지역사회적응능력 변화에 미치는 효과, 김승용, 이명원, 한국지역사회복지학회, 한국지역사회복지학, 35, 55-86, , 2010
93. 지적장애인 및 발달장애인을 위한 중등이후 교육: 미국 대학 내 프로그램을 중심으로, 김은하, 박승희, 한국특수교육학회, 특수교육학연구, 45(3), 43-71, , 2010
94. 일반학교 특수학급 학생의 사회적지지 지각과 학교생활적응 간 관계의 학교급별 비료, 박승희, 김동희, 특수교육, 7(1), 145-172, , 2008
95. 장애인의 차별경험이 우울에 미치는 영 향: 사회‧경제적 참여의 조절효과를 중심으로, 임성옥, 차은아, 사회과학연구, 29(1), 237-260, , 2013
96. 고등학생이 지각한 부모의 학습관여 형태, 자아탄력성, 시험불안 및 학교적응과의 관계, 이수현, 최해림, 한국심리학회지 상담 및 심리치료, 19(2), 321-337, , 2007
97. 사회적 지지가 장애청소년의 학교생활적응에 미치는 영향:탄 력성의 매개효과를 중심으로, 이미화, 대구대학교 대학원 석사학위논문, , 2011
99. 장애대학생의 장애정체성과 낙인이 진로태도성숙에 미치는 영향 : 자기효능감의 매개효과, 배영광, 건국대학교 대학원, 건국대학교 대학원 석사학위논문, , 2013
101. 대학생의 미래지향목표, 근접하위목표, 과제도구성지각 및 자기조절전략 간의 구조적 관계, 최영미, 숙명여자대학교 대학원 박사학위논문, , 2012
113. 지체장애학생의 지역사회 참여를 위한 교육 방향성 탐색 기초 연구 –국제기능 건강 장애분류(ICF-CY)를 중심으로-, 이미경, 김주홍, 박재국, 지체중복건강장애연구, 56(3), 201-230, , 2013
118. 실직가정 자녀의 적응유연성 증진을 위한 멘토링 프로그램의 효과-멘토와 멘티에게 미친 상호적 발달 효과를 중심으로-, 박현선, 한국사회복지학, 41(5), 147-172, , 2000
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122. 절대회복력: 피할 수 없는 역경을 이겨내는 7가지 회복력 기술(The resilience factor: 7 keys to finding your inner strength and overcoming life’s hurdles). (우문식, 윤상운 역), Reivich, K., Shatte, A., NY: Broadway Books, , 2012
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