초등학생을 위한 의사소통능력 강화 프로그램이 의사소통능력, 대인관계 및 학교행복감에 미치는 효과

국문 초록 (Abstract)

본 연구의 목적은 초등학생을 대상으로 의사소통능력 강화 프로그램을 시행하고 의사소통능력 향상, 대인관계 향상, 학교행복감 증진의 측면에서 프로그램의 효과를 살펴보는 데 있다. 본 연구에서는 박영희(2013)가 조현병 환자를 대상으로 개발한 의사소통능력 강화 프로그램을 본 연구자가 초등학생에게 적합하도록 프로그램을 수정․보완하였다. 대구시 소재의 1개 초등학교의 5학년 2개 학급을 연구대상으로 선정하여, 실험군으로 선정된 1개 학급에는 의사소통능력 강화 프로그램을 시행하였고, 대조군으로 선정된 1개 학급에는 독서활동 프로그램을 시행하였다. 본 연구의 결과는 다음과 같다. 의사소통능력 강화 프로그램 참여한 실험군은 대조군에 비해 의사소통능력이 유의하게 향상되었고, 대인관계에서도 유의하게 향상되는 결과를 나타내었다. 반면에 의사소통능력 강화 프로그램 참여한 실험군은 대조군에 비해 학교행복감에 있어서는 유의한 차이를 나타내지 않았다. 이러한 연구 결과는 6회기의 단기적인 개입에도 의사소통능력 강화 프로그램이 초등학생의 의사소통능력과 대인관계를 향상시키는 데 효과적이었음을 시사한다. 그러나 본 프로그램은 학교행복감을 증진시키는 데에는 제한이 있었음을 확인하였다. 끝으로, 본 연구의 시사점 및 앞으로의 연구 방향에 대해 논의하였다.

목차 (Table of Contents)

• 국문초록 ························································································································· ⅰ
• Ⅰ. 서론 ································································································································· 1
• II. 이론적 배경 ·················································································································· 6
• 1. 의사소통 훈련 ············································································································ 6
• 2. 대인관계 ····················································································································· 12
• 3. 학교행복감 ················································································································· 19
• 4. 의사소통능력 강화 프로그램 ················································································· 22
• Ⅲ. 연구의 목적 및 가설 ·························································································· 26
• Ⅳ. 연구 방법 ·················································································································· 28
• 1. 연구 설계 ··················································································································· 28
• 2. 연구대상 및 표집방법 ····························································································· 28
• 3. 연구도구 ····················································································································· 29
• 4. 초등학생을 위한 의사소통능력 강화 프로그램 ················································· 30
• 5. 자료수집 방법 및 절차 ··························································································· 37
• 6. 자료 분석 방법 ········································································································· 38
• V. 연구결과 ······················································································································ 39
• 1. 대상자의 일반적 특성 및 일반적 특성에 대한 동질성 검정 ························· 39
• 2. 실험군과 대조군의 사전 측정변수에 대한 동질성 검정 ································· 40
• 3. 가설 검정 ··················································································································· 41
• Ⅵ. 논의 ······························································································································ 46
• 1. 의사소통능력 강화 프로그램이 초등학생의 의사소통능력, 대인관계 및 학교
• 행복감에 미치는 영향 ································································································· 46
• 2. 연구의 제한점 및 추후 연구를 위한 제안사항 ················································· 49
• 3. 연구의 의의 ··············································································································· 50
• 참고문헌 ····························································································································· 52
• 부 록 ····························································································································· 62