남자 중학생을 위한 학교기반 사회･정서학습 긍정개입프로그램의 효과
The Effect of the School-Based Social Emotional Learning Positive Intervention for Male Middle School Students
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본 연구는 중학생을 대상으로 8주간 학교기반 사회·정서학습(SEL) 긍정개입프로그램을 실시한 후 그 효과를 검증하고자 하였다. 결과는 다음과 같다. 첫째, 본 연구에서 구성한 프로그램은 참여 학생의 사회·정서학습 기초지식과 사회·정서적 기능의 증진에 효과적이었고, 이는 종결 8주 후까지 지속되었다. 둘째, 본 프로그램은 사회·정서적 증상 중 내면화문제와 부(-)적 정서경험의 감소에 효과가 있었지만, 이 효과는 종결 8주 후 소거되었다. 셋째, 본 프로그램은 생활만족도의 증진에 효과가 있었으며, 이 효과는 종결 8주 후까지 지속되었다. 이상의 결과를 통해 본 연구는 학교현장에서 시행 가능한, 예방 및 치료를 포괄하는 긍정개입프로그램을 구성하여 시행하고 그 효과를 검증하였다는 점에서 의의가 있다.
Abstract
The study was aimed at verifying the effect of school-based SEL positive intervention on SEL and SWB in male middle school students. The results are as follows. First, the program in this study was found to partially improve the SEL of male middle school students. It was effective in improving SEL basic knowledge and functions, and this effect lasted until eight weeks after the end. However, the program was ineffective in reducing the external�ization problem and was effective in reducing the internalization problem, but this effect was eliminated after 8 weeks. Second, the program was found to improve SWB of male middle school students. Specifically, it was ineffective in increasing positive to affect and was effective in decreasing negative affect, but this effect was eliminated after eight weeks. It was also effective in improving life satisfaction, which lasted eight weeks after the end. These results show that school-based SEL positive intervention programs can be effective in preventing and treating social and emotional problems in male middle school students as well as promoting SWB.
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