교육복지 대상 아동의 자아개념과 성취동기에 미치는 원예활동의 효과

Effects of Horticultural Activity on the Self-concept and Achievement Motivation of the Recipient of Educational Welfare

The purpose of this study is to clarify effects of a horticultural program on self-concepts and achievement motivations in educationally vulnerable children by carrying out the program with children subject to educational welfare in the priority supporting project for educational welfare in elementary schools. The survey was performed on 11 students in the 5th and 6th grades among other children from P Elementary School in D City, who were subject to educational welfare in the priority supporting project for educational welfare in elementary schools. The duration of the program was from April 2 to June 11, in which it was carried out from 14:50 to 15:50 once a week in a total of 10 sessions. The horticultural activities consisted of three steps including introduction, engagement, and finishing for leading the subjects to positively participate in consideration of difficulty degrees and consolidation among the subjects. The results of this study are as follows. First of all, the subjects’self-concepts were evaluated after the horticultural activities in 4 items including general ego, academic ego, social ego, and emotional ego. With the score of general ego from 27.36 before the activities to 29.09, that of academic ego from 30.64 to 31.91, and that of social ego from 29.09 to 32.27, we can tell that all the sub-items of self-concepts were significantly increased after the execution of the horticultural activities. Achievement motivations in the subjects after the execution of the horticultural activities were evaluated against items including academic and social achievement motivations. The academic achievement motivation was significantly improved as is evidenced by the average score changed from 45.55 before the execution of the horticultural activities to 49.55 after it, and the social one was also significantly improved with the average score changed from 43.45 to 47.36. Based on the results of this study so far, we can tell that the systematic horticultural activities that take job difficulty degrees into account and lead children to grow and take care of plants are effective on the improvement of self-concepts and achievement motivations in children subject to educational welfare.