영재아를 중심으로 한 자아개념 증진에 대한 경험적 연구의 분석
Implication for the enhancement of self-concept for gifted children
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교육심리학에서 핵심적이며 중요한 학업성취의 예언변인인 자아개념에 대한 관심은 심리치료와 교육프로그램의 중요한 관심대상인 자아개념을 변화시키려는 수많은 노력에 있다. 그러나 자아개념 증진 프로그램이 자아개념을 향상시키는 것이 가능한 것인가에 대한 논의는 계속 되고 있다. 본 연구는 이러한 문제를 다루고자 한다. 본 연구는 특히 영재아동을 중신으로 다루고자 한다. 결과는 일반아동과 큰 차이를 보이고 있지 않다. 그러나 미세한 차이는 보인다. 메타분석에서의 평균변화의 상관계수 .35은 40%에서 57%까지를 나타낸다. 영재아동을 중심으로 한 다양한 연구와 메타분석에 근거하여, 인지적 프로그램들은 정서적 프로그램들보다 더 효과적 이라는 점은 인지적으로 기초된 프로그램들은 정서적으로 기초를 둔 프로그램들보다 일관되게 더 효과적이기 때문이다. 인지적 프로그램들은 정서적 프로그램들보다 더 많은 개념화가 가능한 목표들로 구성되어 있다.
Abstract
It is clear that the cognitively oriented programs are likely to produce more positive effects than affectively oriented programs. To enhance self-concept, programs may need to consider cognitive restructuring and goal and task-oriented activities where positive thoughts and experiences are continuously reinforced. Programs to enhance self-concept should be led by people who are experienced and trained in conducting such programs. Teachers are typically not so trained, and thus are not effective change agent of self-concept. Schools need to look closely at setting in which programs could be more effectively conducted, and these setting may need to divorce enhancing self-concept from enhancing academic achievement. The majority of programs associated with achievement do not enhance self-concept and more attention could be given to programs related more directly to the self rather than the programs primarily related to achievement. School-based programs in particular need to include evaluation processes to access whether change occurs. A critical aspect of this evaluation is the choice of outcome measure, and this outcome measure should be congruent with the aims of program. There is also a definite need to follow intervention programs to assess whether effects dissipate or whether the change can be explained by the euphoric effect.
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