중학교 비장애학생의 장애수용태도가 학교만족도에 미치는 영향: 친구 및 교사관계의 매개효과와 통합체육수업 참여의 조절효과 분석
The Effect of Non-Disabled Middle School Students’Attitude Toward Disability Acceptance on School Satisfaction: Analysis of the Mediating Effect of Peer and Teacher Relationships and the Moderating Effect of Participation in Inclusive Physical Education Classes
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본 연구는 중학교 비장애학생의 장애수용태도가 학교만족도에 미치는 영향에서 친구관계와 교사관계의 매개효과와 통합체육수업 참여의 조절효과를 살펴보는데 목적이 있다. 이러한 목적을 달성하기 위하여 통합교육이 실시되고 있는 중학교의 비장애학생 201명을 대상으로 설문을 실시하였다. 설문의 응답 내용을 토대로 장애수용태도, 학교만족도, 친구관계, 교사관계의 구조적 관계를 분석하였으며, 통합체육수업 참여 경험에 따른 집단 분석을 실시하여 통합체육수업 참여의 조절효과를 분석하였다. 연구결과 중학교 비장애학생의 장애수용태도는 학교만족도에 통계적으로 유의미한 영향을 미치는 것으로 나타났고, 친구관계와 교사관계도 학교만족도에 통계적으로 유의미한 영향을 미치고 있었다. 또한 장애수용태도가 학교만족도에 미치는 영향에서 친구관계와 교사관계가 매개 역할을 하는 것으로 나타났다. 이러한 결과는 장애수용태도는 학교만족도에 직접적 영향을 미칠뿐 아니라 친구관계와 교사관계를 부분 매개로하여 간접적으로도 영향을 미치는 것을 알 수 있었다. 끝으로 통합체육수업 참여의 조절효과를 분석한 결과 통합체육수업 참여학생과 미참여 학생 간 통계적으로 유의한 차이가 있었다. 통합체육수업 참여 집단은 장애수용태도가 학교만족도에 직접적인 영향과 친구관계 및 교사관계를 부분 매개로한 간접적 영향을 미쳤고, 통합체육수업 미참여 집단에서는 친구관계가 매개역할을 하지 않은 것으로 나타났다.
Abstract
The purpose of this study was to examine the mediating effects of peer and teacher relationships and the moderating effects of participation in inclusive physical education classes on the effects of non-disabled middle school students’ attitudes toward disability acceptance on school satisfaction. To achieve this goal, a survey was conducted targeting 201 non-disabled students in middle schools where inclusive education was implemented. Based on the responses to the questionnaire, the structural relationships among attitudes toward disability acceptance, school satisfaction, peer and teacher relationships were analyzed, and group analysis was conducted Based on experience of participating in inclusive physical education classes to analyze the moderating effect of participation in inclusive physical education classes. The research results showed that the attitude toward disability acceptance of middle school students without disabilities had a statistically significant effect on school satisfaction, and that relationships with friends and teachers also had a statistically significant effect on school satisfaction. In addition, it was found that friendships and teacher relationships played a mediating role in the effect of attitudes toward disability acceptance on school satisfaction. These results showed that attitudes toward disability acceptance not only directly affected school satisfaction, but also indirectly affected it through partial mediation by peer and teacher relationships. Finally, as a result of analyzing the moderating effect of participation in integrated physical education classes, there was a statistically significant difference between students who participated in inclusive physical education classes and those who did not participate. In the group that participated in inclusive physical education classes, the attitude toward disability acceptance had a direct effect on school satisfaction and an indirect effect partially mediated by peer and teacher relationships. In the group that did not participate in inclusive physical education classes, peer relationships did not play a mediating role.