자율성지지에 기반을 둔 통합 체육활동이 중학생의 기본 심리적 욕구와 정서·행동적 참여에 미치는 효과
Effects of Autonomy Support Intervention Implemented in Inclusive Physical Activity on Basic Psychological Needs and Behavioral- Emotional Engagement of Middle School Students
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초록
본 연구에서는 학습활동에 참여하는 학생들의 자율성, 유능성, 관계성을 촉진시키고, 동기부여와 참여를 도모하기 위해 TARGET 모형을 토대로 자율성지지에 기반을 둔 신체활동 중재전략의 효과를 검증하고자 하였다. 연구 대상은 방과 후 체육활동에 참여하는 27명의 학생이었고 이중 4명이 장애학생이었다. 학교 수준의 무선배치를 통해 15명(장애학생 2명 포함)의 학생이 실험집단에, 12명(장애학생 2명 포함)의 학생이 통제집단에 배치되었다. 중재집단의 학생들은 자율성지지에 기반을 둔 통합체육활동에 참여하였고, 통제집단의 학생들에게는 교사에 의해 미리 계획된 순환활동 위주의 체육활동이 실시되었다. 연구 결과는 다음과 같다: 1) 자율성지지 학습환경, 관계성, 즐거움-재미 영역에서 통제집단과 실험집단 간에 유의한 차이를 보였다. 2) 자율성지지에 기초한 통합체육활동에 참여한 학생들의 경험은 다음과 같이 범주화될 수 있다: (1) 관계성지지 경험, (2) 장애학생들의 통합체육 활동에서의 수행에 대한 유능성 향상, 그리고 (3) 비장애 학생들의 장애학생들의 능력에 대한 긍정적 인식 증가. 본 연구의 결과를 토대로 교육 현장에 대한 시사점 및 후속 연구에 대한 제언이 이루어졌다.
Abstract
The autonomy support provided by teachers is becoming more prevalent to promote students engaging their educational activities. In the present study, we examined the effects of 4-week AGE program implemented in inclusive physical activity, which is based on autonomy support, on students' autonomy, basic psychological needs, and behavioral and emotional engagement. The sample comprises of 27 students enrolled after-school physical activity program. 4 students out of 27 had mid disabilities. To collect qualitative data, focus group interviews were conducted. Data were analyzed using paired sample t-tests and the results of this investigation demonstrated that AGE program did impact students' autonomy, relatedness, and enjoyment. From the qualitative analyses, 3 themes emerged: (1) experiencing relatedness support, (2) improving performance efficacy of students with disabilities, and (3) increasing perceptions of capabilities of students with disabilities. Implications for practices and future research were discussed.
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