내적발달자산 증진프로그램이 여자고등학생의 학교적응유연성에 미치는 효과 = Effects Internal Developmental Assets Program onSchool Resilience in High School Girl Students

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effects of the internal developmental assets program on the school resilience in high school girl students. The internal developmental assets program of this study was based on the developmental asset theory of Benson (1997). This program focused on two of four categories of internal developmental assets. One was commitment to learning composed of five assets including achievement motivation, school engagement, homework, bonding to school, and reading for pleasure. The other was social competences composed of four assets including planning and decision making, interpersonal competence, resistance skills, and peaceful conflict resolution. In this study five sessions on the commitment to learning and eight sessions on the social competences were developed and treated to experimental group. Main findings of this study were as follows: High school girl students receiving the internal developmental assets program showed more significant total school resilience and schoolwork attitude than those receiving no such program. And girls in the experimental group showed more such significant improvement after the intervention. In particular, such significant improvement appeared in girls with both low- and high-level school resilience in the experimental group. But the intervention did not improve social responsibility and school interest.

국문 초록 (Abstract)

본 연구는 고등학교 여학생들에게 학습몰두 및 사회적 능력 영역을 중심으로 하는 내적 발달자산 증진 프로그램을 실시하여 학교적응유연성에 미치는 효과를 검증하였다. 그리고 학교적응유연성 수준에 따른 내적 발달자산 증진 프로그램의 효과를 밝히고자 하였다. 이를 위해 여자고등학교 1학년 학생들 중에서 학교적응유연성 평균±1 표준편차에 속하는 학생들을 실험모집단으로 하여 학교적응유연성수준별로 30명씩 전체 60명을 무선표집 하였다. 이들을 다시 실험 및 통제 집단에 각 15명씩 무선배정 하였다. 실험설계는 독립변인은 프로그램 처치(유․무)와 학교적응유연성 수준(상․하) 및 검사시기(사전․사후)이고, 종속변인은 학교적응유연성이다. 실험요인의 배치는 2 × 2 × (2)이다. 프로그램을 실시한 결과, 내적 발달자산 증진 프로그램을 경험한 실험집단은 경험하지 않은 통제집단 보다 학교적응유연성 전체 및 학업태도가 증가되었다. 그리고 실험집단의 경우 프로그램을 경험한 후에는 경험하기 전보다 학교적응유연성 전체 및 학업태도가 증가되었다. 이러한 효과는 학교적응유연성 수준에 관계없이 나타났다. 이는 본 프로그램이 비교적 단기간 동안 실시되었지만, 학교적응유연성 수준과 관계없이 전반적인 학교적응유연성을 증진하였음은 본 프로그램의 타당성을 입증해 주는 것이라 해석된다. 그러나 내적 발달자산 증진 프로그램에 대한 국내의 선행연구가 거의 이루어지지 않았기 때문에 본 연구결과가 일관성이 있을지는 추후 계속적인 연구가 필요할 것이다.

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