학습장애 학생의 자기효능감에 관한 종단 연구 : 국어, 수학, 영어교과를 중심으로
Longitudinal Trajectories of Self-Efficacy among students with Learning Disabilities
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초록
본 연구는 학습장애학생들의 자기효능감의 특성을 분석하는 것이 주된 목표였다. 이 연구는 중학교 학생들을 대상으로 조사를 실시한 한국교육개발원 한국교육종단연구(Korea Education Longitudinal Study; KELS) 패널의 1, 2, 3, 4차 자료를 분석에 사용하였다. 연구에 참여한 6,908명의 학생 중 25명만이 특정학습장애학생으로 판별되었다. 잠재성장모형을 사용하여 학습장애학생들의 국어, 수학, 영어에 대한 자기효능감 발달 특성을 분석하였고, 비장애학생들과의 차이점을 분석하였다. 결과를 살펴보면, 세 교과목에서 학습장애학생들의 자기효능감 발달특성은 비장애학생들과 유의한 차이점이 발견되지 않았다. 그러나 수학과목의 초기값에서 학습장애학생들의 자기효능감이 낮게 나타났다. 끝으로 이 연구가 갖는 교육적 의미와 연구의 제한점을 논의하였다.
Abstract
The main purpose of this study was to examine differences in self- efficacy between students with and without learning disabilities from the Korean Education Longitudinal Study(KELS). Latent growth modeling (LGM) with unconditional and conditional models was employed to estimate growth rate and initial status on self-efficacy among the two groups. Results showed that there were no significant differences in slopes between the two groups in terms of Korean, Math, and English, but initial status on math for students with learning disabilities was significantly lower than students without disabilities. Implications for practice and future research are discussed.
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