통합학급의 사회적 지지가 장애대학생과 비장애대학생의 소외감과 자기결정행동에 미치는 영향 = The Effect of Inclusive Classroom-Related Social Support on the Sense of Alienation and Self-Determined Behavior of Undergraduates with Disabilities and Non-disabilities

국문 초록 (Abstract)

이 연구는 통합학급을 사정할 수 있는 예비척도의 구성요인을 밝히고, 통합학급의 사회적지지가 통합교육 경험이 있는 장애대학생과 비장애대학생의 소외감과 자기결정행동에 미치는 영향을 파악하고자 하였다. 구체적인 연구문제는 다음과 같다. 첫째, 장애학생과 비장애학생 의 학급 적응을 측정하기 위한 통합학급 사정 예비척도의 구성 요인은 무엇인가? 둘째, 통합학급의 사회적 지지는 통합교육 경험이 있는 장애대학생과 비장애대학생의 소외감에 영향을 미칠 것인가? 셋째, 통합학급의 사회적 지지는 통합교육 경험이 있는 장애대학생과 비장애대 학생의 자기결정행동에 영향을 미칠 것인가? 연구 결과, 첫째, 탐색적 요인분석(EFA)의 베리맥스 회전을 통해 산출된 5개 요인을 가족 관계, 교사지원, 급우관계, 소외감, 자기결정행동으로 명명하였으며, 전체적으로 높은 신뢰도 수준을 나타내었고, 집중타당성과 판별타당성이 확인되었다. 모델부합도에서도 적합성이 확인 되었다. 둘째, 소외감(역채점)의 높은 점수는 실제로 낮은 소외감으로 해석되는데, 소외감과가족관계, 교사지원, 급우관계 간에는 모두 정적 상관이 있는 것으로 나타났고, 다중회귀분석 결과에서 가족관계와 급우관계가 소외감에 유의한 영향을 주었다. 그 중 급우관계가 소외감에 가장 큰 영향을 주었다. 셋째, 자기결정행동과 가족관계, 교사지원, 급우관계 간에는 모두정적 상관이 있는 것으로 나타났다. 다중회귀분석 결과에서 교사지원과 급우관계가 자기결정 행동에 유의한 영향을 주었고, 독립변수 중에서 급우관계가 자기결정행동에 가장 큰 영향을주었다. 마지막으로 후속 연구를 위한 제언을 하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the factor structure of the Inclusive Classroom Assessment Scale, and the effect of inclusive classroom-related social support on the sense of alienation and self-determined behavior of undergraduates with disabilities and non-disabilities. Results were as follows. First, EFAs with principal components extraction and Varimax rotation were performed to derive the most optional structural representation of the data in each sample. Five factors were named family, teacher, classmates, alienation and self-determined behavior. Cronbach``s α derived from this sample were .893 for 23 items(.809≤α≤.893). The measurement model was characterized by adequate convergent and discriminant validity. The goodness of fit of measurement model were favorable. Second, there were positive correlations between a sense of alienation with family and classmates. And, inclusive classroom-related social supports, which are family and classmates factors had significant effect on the sense of alienation. Third, there were positive correlations between self-determined behavior with family, teacher, and classmates. And, teacher and classmates factors had significant effect on self-determined behavior. Finally, recommendations for further study were suggested.

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