학급차원의 구어적 또래칭찬 중재가 초등학생들의 문제행동과 자아개념에 미치는 영향 = Effects of Class-Wide Positive Peer Reporting on the Behavior Problems and Self-Concept of Elementary Students

다국어 초록 (Multilingual Abstract)

The purposes of this study were to examine the effects of class-wide positive peer reporting(PPR) on the behavior problems and self-concept of children in the public elementary school located in Seoul. The subjects of this study were 58 students from 2 classes of the fourth grade. All of them were in the experimental group. For collecting the data on the amount of incidences of behavior problems, 6 children with high frequency problem behaviors were selected according to the teacher`s report on the CEI(Critical Events Index) and on difficult children as to the behavior problems. To examine the effects of PPR on self-concept, 58 students were divided into sub-groups according to their self-concept pretest levels. A withdrawal design was used to evaluate the changes in the level of behavior problems across baseline and intervention phases and t-test was used to compare the differences of self-concept between pretest and posttest. Ths results of this study were as follows: First, after implementing class-wide PPR intervention, some of students made notable decreases in behavior problems. Second, class-wide PPR intervention has shown a meaningful increase student`s self-concept who were belong to middle and low sub-groups. In conclusion, class-wide PPR intervention was effective for decreasing behavior problems and enhancing self-concept of elementary students. This study suggests that class-wide PPR intervention can be one of the user-friendly behavior management methods and one element of positive behavior support without interrupting the natural routines in elementary inclusive classrooms.

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