지적 장애인의 사회적 통합에 대한 대학생의 태도 관련 변인 간 관계 연구
A Study on the Relation of Variables Related to University Students' Attitudes towards the Social Integration of Intellectually Disabled People
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초록
본 연구는 지적 장애인에 대한 대학생들의 태도를 알아보기 위한 연구로서 대학생 253명을 대상으로 하였다. 특히 지적 장애인의 사회적 통합, 사회적 거리감, 개인적 권한 및 차별적 신념에 대한 배경변인과의 관계를 확인하고, 사회적 통합에 대한 관련 변인간의 관계 모형을 개발하기 위해 수행되었다. 본 연구의 결과를 살펴보면 먼저 연구 도구의 타당도와 신뢰도가 검증되었다. 둘째, 지적 장애인에 대한 대학생의 태도는 여학생이 보다 긍정적인 태도를 가졌으며, 1학년이 4학년보다 긍정적이고, 특수교육관련학과에 재학생이 보다 긍정적이었다. 그리고 지적 장애인의 사회적 통합은 학년, 만남정도, 봉사활동의 정도에 의해 설명될 수 있으며, 사회적 거리감은 성별, 학년, 전공, 만남정도, 활동 경험에 의해, 개인적 권리는 성별, 만남정도, 봉사활동에 의해, 그리고 차별적 신념은 성별, 학년, 만남, 봉사활동 변인에 의해 설명될 수 있다. 셋째, 지적 장애인의 사회적 통합에 대한 대학생의 태도 관련 변인간 관계 모형은 개인적 배경 변인 중 간접 경험의 정도와 봉사활동 정도에 의해 가장 잘 예측할 수 있으며, 사회적 거리감과 차별적 신념에 대한 정도에 따라서도 매우 차이가 있는 것으로 나타났다. 전체 설명량은 R²=.574로 나타났다.
Abstract
This study examined university students' attitudes towards people with intellectual disabilities. The subjects of the study included a total of 253 university students. The study aimed at identifying the explanatory variables of social integration, social distance, private rights, and subtle derogatory beliefs of intellectually disabled people and developing a relational model of variables related to their social integration. The study generated the following results. First, the validity and reliability of the study instrument was proved. Second, female students showed more positive attitudes towards people with intellectual disabilities than their male counterparts. In addition, first year students and students majoring in special education related subjects displayed more positive attitudes than senior students and students whose majors were not related to special education. University students' attitudes towards the social integration of intellectually disabled people can be explained by what school year they are in, their meetings with the disabled, and degree of their participation in voluntary activities. The social distance of intellectually disabled people can be explained by what school year students belong in, their gender, majors, meetings with disabled people, and their activity experiences. In addition, intellectually disabled people's private rights can be explained by students' gender, meetings with the disabled, and their voluntary activities. Furthermore, subtle derogatory beliefs towards intellectually disabled people can be explained by what school year students are in, their gender, meetings with the disabled, and voluntary activities. Third among personal variables, the degrees of students' indirect experiences and voluntary activities was found to be the best predictors of the relational model of variables related to university students' attitudes towards the social integration of intellectually disabled people. The relation also displayed significant changes with regard to the social distance of intellectually disabled people and subtle derogatory beliefs about them. The entire amount of explanation was R²=.574.
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