영재,잠재영재,일반학생의 학교 소진 경험 및 주관적 안녕에 관한 연구
The Study on the School Burnout Experience and Subjective Well-Being of the Gifted, the Potential Gifted, and the Regular Students
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본 연구는 영재,잠재영재,일반학생집단별 학교 소진 경험 및 주관적 안녕에 어떠한 영향을 미치는가를 알아보고자 실시하였다. 집단 및 성별에 따라 학교 소진 경험의 하위요인(학습에 대한 극도의 피로감, 학업 의미에 대한 냉소주의, 학업에 대한 무능감)과 주관적 안녕의 하위요인(정적 효능, 부적 효능, 정적 정서, 부적 정서, 정적 대인관계, 부적 대인관계, 포괄적 만족)의 차이를 검증하기 위한 연구이다. 초등학교 5, 6학년 60명(남 31명, 여 29명)을 대상으로 세 집단(영재,잠재영재,일반학생)으로 각 20명씩 구성하여, 학교 소진 경험, 주관적 안녕 검사를 실시하였다. 얻어진 자료를 바탕으로 세 집단 및 성별에 따른 평균 및 표준편차를 알아보았다. 또한 집단 및 성별에 따른 학교 소진 경험 및 주관적 안녕의 차이 검정(다변량분석)을 하였다. 연구결과, 집단 및 성별에 따른 상호작용 효과가 부분적으로 발견되었고, 집단별 학교 소진 경험(p<.001) 및 주관적 안녕(p<.05)에 통계적으로 유의한 차이를 보였다. 성별에 따른 차이는 발견하지 못하였다(p>.05). 연구 결과에 비추어 볼 때, 학습자별로 지각하고 있는 학교 소진 경험과 주관적 안녕의 정도의 차이가 있음을 알고, 학교 소진 경험에 대한 새로운 시각과 주관적 안녕에 대한 적절한 안내가 요구된다. 또한 현장에 도움이 되는 학교 소진 경험 예방 프로그램과 주관적 안녕 증진을 위한 프로그램의 개발이 더욱 필요할 것으로 사료된다.
Abstract
The purpose of this study was to identify the differences between the school burnout experience and subjective well-being of three different groups: the gifted, the potential gifted, and the regular. 60 primary students of the 5th and 6th grade(31 boys and 29 girls) participated in this study and each group had 20 students respectively. According to the groups and the genders, this study tried to verify the differences between the sub-factors of the school burnout experience(extreme fatigue with learning, cynicism on the meaning of learning, and the feeling of incompetence of learning) and those of subjective well-being(positive and negative efficacy, positive and negative emotion, positive and negative interpersonal skill, and comprehensive satisfaction). The tests of the school burnout experience and subjective well-being were carried out for the study. Based on the data gathered, the mean and standard variation of the groups and the genders were calculated and a multivariate analysis was carried out. From the results, the effects of the interaction of the groups and the genders were partially detected and there were statistically significant differences in the school burnout experience (p<.001) and subjective well-being (p<.05) among the groups; however, there were no significant gender differences. In conclusion, it is required for teachers to acknowledge the differences of the degree of the school burnout experiences and subjective well-being that the students perceive and to give students appropriate guidance on a new point of view on this matter. In addition, there is a need to develop preventive programs against the school burnout experience and to create promotional programs for subjective well-being that are helpful to students.
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