통합학급 초등학생의 공격성과 친사회성이 지각된 인기에 미치는 영향
Influence of Aggression and Prosocial on Perceived Popularity of Elementary Students in Inclusive Classrooms
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연구목적: 본 연구의 목적은 통합학급에서 초등학생의 공격성과 친사회성이 지각된 인기에 미치는 영향 및 장애유무의 조절효과를 검증하는 것이다. 연구방법: 통합학급 3-6학년 초등학생 517명을 대상으로, t검정, 일원변량분석 그리고 위계적 회귀분석을 실시하였다. 연구결과: 결과는 다음과 같다. 첫째, 장애아동과 비장애아동간의 공격성, 친사회성 그리고 지각된 인기의 유의한 차이가 나타났다. 둘째, 공격성은 지각된 인기에 유의한 영향을 미치지 않은 반면, 친사회성이 지각된 인기에 미치는 효과는 정적으로 유의하였다. 셋째, 공격성과 지각된 인기의 관계에서 장애유무의 조절효과가 나타났다. 비장애아동의 경우, 공격성은 지각된 인기에 유의한 영향을 미치지 않았다. 반면 장애아동의 경우, 공격성은 지각된 인기에 부적인 영향을 주었다. 본 연구결과는 장애유무에 따라 지각된 인기에 대한 공격성의 효과가 차별적으로 나타남을 보여주었다. 결론: 본 연구결과에 기초하여, 통합교육에서 또래맥락의 중요성과 후속연구에 대한 제안점을 논의하였다.
Abstract
Purpose: The purpose of this study was to examine the influence of aggression and prosocial on perceived popularity and the moderating effect of disability status in the elementary inclusive classrooms. Method: By using the sample of 517 elementary third to sixth-grade students in elementary inclusive classrooms, t-test, one-way ANOVA and regression analysis were performed. Results: The results were as follows. First, a significant difference of aggression, prosocial and perceived popularity was identified between children with disability and non-disability. Second, aggression had no significant effect on perceived popularity whereas the effect of prosocial on perceived popularity was positive and significant. Third, the moderating effect of disability status in the relationship between aggression and perceived popularity was significant. For the children with non-disability, aggression had no significant effect on perceived popularity. Whereas the children with disability aggression had a negative effect on perceived popularity. The result exhibited differential effects of aggression on perceived popularity by disability status. Conclusion: Based on this result, the importance of peer context in inclusive education and future research suggestions were discussed.
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