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사회적 위축아동의 사회이해능력에 관한 연구

A Study on Social Understanding of Children with Social Withdrawal

변찬석|최기창
한국정서행동장애학회 (The Korean Society of Emotional and Behavioral Disorders)|2004.12|정서·행동장애연구 (JOURNAL OF EMOTIONAL & BEHAVIORAL DISORDERS)|제20권 제4호|pp. 265-287

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참고문헌

키워드

Social Withdrawal사회적 위축아동사회이해능력마음이론.Social UnderstandingTheory of Mind.

초록

본 연구의 목적은 사회적 위축아동을 대상으로 사회이해능력과 사회적 위축간의 관계를 밝히는 것이었다. 난이도, 성별, 및 학습성취수준에 따라 일반아동과 사회적 위축아동의 사회이해능력에 차이가 있는 지를 검증하기 위해 초등 4학년 아동 191명을 연구대상으로 하였다. 교사 및 또래평정에 의해 사회적 위축아동은 20명(남 10명, 여 10명), 일반아동은 171명(남 94명, 여 77명)으로 분류하였다. 마음이론 검사(Sandra Bosacki et al., 1999)를 응용한 사회이해능력검사를 실시하여 분산분석 및 t 검증한 결과, 사회적 위축아동은 어렵지 않은 상황에서는 사회이해능력이 일반아동과 유사하나, 어려운 상황에서는 일반아동에 비해 떨어지는 것으로 나타났으며, 남녀 간 차이는 존재하지 않았다. 그리고 학습성취가 낮은 사회적 위축아동은 사회이해능력이 일반아동에 비해 떨어지는 것으로 나타났다.

Abstract

The purpose of this study was to examine the differences between children without social withdrawal and children with social withdrawal in their social understanding. This research questions were as follows: First, are there any signigicant differences between children without social withdrawal and children with social withdrawal in social understanding by difficulty level and by sex ? Second, are there any signigicant differences between children without social withdrawal and children with social withdrawal in social understanding by difficulty level and by academic achievement Students who participated in this study were 191 fourth grade children attending at an elementary school in Won-Ju city. Subjects were classified into two groups: 20 social withdrawn children(10 boys, 10 girls) and 171 normal children(94 boys, 77 girls) The measures used in this study were the social withdrawal rating scale by peers, the social withdrawal rating scale by teachers, and the cartoon-formed social understanding tasks made by researcher. The data collected from this study were analyzed by two-way ANOVA and t-test. The results were as follows: First, social withdrawn children in social understanding performed significantly poorly only on the high level test of social understanding than normal children. But there was no difference by sex. Second, social withdrawn children with low academic achievement in social understanding performed worse than normal children only on the low level test of social understanding. Further studies were suggested with differentiation of subjects by the valid criteria of social withdrawal rating test and academic achievement test, and with consideration of difficulty level in social understanding test, and so on.

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