자기조절 전략개발(SRSD)을 활용한 반성적 쓰기 교수가 외현화된 정서,행동 문제를 가진 초등 특수학급 학생의 글쓰기 능력과 자기효능감 및 수업참여행동에 미치는 영향 = The Effects of Self-Regulated Strategies Development(SRSD) Instruction for Reflective Writing on the Writing Ability, Self-Efficacy, and Academic Engagement Behavior of Elementary School Students with Disabilities who Exhibit Externalized Emotional and Be

다국어 초록 (Multilingual Abstract)

This study was intended to investigate the effects of self-regulated strategies development instruction for reflective writing on the writing ability, self-efficacy and academic engagement behavior of students having externalized emotional and behavioral difficulties in elementary special classrooms. Participants were 22 students with disabilities who attended 17 special classrooms in public elementary schools in Incheon. An independent t-test was used to see if there was any significant difference between two groups in the changes of writing ability and self-efficacy. A dependent t-test was carried out to examine the intervention effect on academic engagement behavior of the students in experimental group. The results of the study showed that the writing ability and self-efficacy of the experimental group improved with significant difference in comparison with the control group and academic engagement behavior of the experimental group increased significantly as the result of the intervention. Finally, implications for future studies and the limitations of this study were discussed.

참고문헌 (Reference)

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