지체부자유 학생이 지각한 사회적지지 및 자아개념 관계분석

A Study on the Relational Analysis and Characteristics for the Perceived Social Supports and Self-Concept of the Students with Physical and Multiple Disabilities

본 연구는 지체부자유학생이 지각하는 사회적 지지 및 자아 개념의 특성을 알아보고 사회적 지지와 자각된 자아 개념의 하위요인들이 어떻게 작용하고 있으며, 지체부자유 학생이 지각하는 사회적 지지와 자아 개념은 어떠한 관계가 있는지 알아보는데 목적이 있었다. 연구의 결과와 논의를 통하여 얻어진 결론은 다음과 같다. 첫째, 지체부자유 학생 사회적 지지의 특성은 중학부가 고등부에 비해 점수가 다소 높고 교사 지지를 높게 자각하고 있으며, 친구 지지를 낮게 자각하고 있다. 그리고 남학생이 여학생보다 사회적 지지 점수가 높다. 둘째, 지체부자유 학생 자아 개념의 특성은 중학부 학생의 신체적 자아, 도덕적 자아가 고등부 학생보다 높다. 그리고 중류가정의 학생이 상류가정의 학생보다 자아 개념이 높다. 셋째, 지체부자유 학생 사회적 지지 및 자아개념은 서로 정적인 상관관계이다. 지체부자유 학생들은 사회적 지지를 높게 자각할수록 자아개념은 긍정적으로 유지된다.

The purpose of this study was to survey on the relational analysis for the social supports and self-concept of the students with physical and multiple disabilities . The subjects of this study were 55 the students with physical and multiple disabilities in facilities and special school having to Daegu and Kyungbuk in Korea at study ways. and the study tool uses that Han Mi Hyeon(1996) modifies, and supplemented the social support evaluation tool(social support appraisal scale : SSAS) which Dubow and Ullman (1989) developed in order to evaluate the social support that the object is late for. and a self-concept inspection is own report inspection that Lee Hun-Jin(1997) developed for evaluation of cognition contents of a self-concept. Statistics used to study is SPSS 12. Data analysis used frequency analysis, a percentage, t verification, a statistical way memberses technical such as variate analysis (one-way ANOVA), correlation analysis etc. The results of this study were as follows; First, the characteristic of a social supports social of the students with physical and multiple disabilities awoke high to a teacher support, and awoke low to a friend support, and the boy students were very experiencing a social support more than girl students. Second, the characteristic of student with physical and multiple disabilities self-concept was low the character self, the domestic self, the ability self, the physical self, and the physical self, the morality self appeared higher middle school students than high school student, and a self-concept was higher a middleclass family students than upper class family students. Third, the social supports and the self-concept of the students with physical and multiple disabilities were static correlation. The purpose of this study was to survey on the relational analysis for the social supports and self-concept of the students with physical and multiple disabilities . The subjects of this study were 55 the students with physical and multiple disabilities in facilities and special school having to Daegu and Kyungbuk in Korea at study ways. and the study tool uses that Han Mi Hyeon(1996) modifies, and supplemented the social support evaluation tool(social support appraisal scale : SSAS) which Dubow and Ullman (1989) developed in order to evaluate the social support that the object is late for. and a self-concept inspection is own report inspection that Lee Hun-Jin(1997) developed for evaluation of cognition contents of a self-concept. Statistics used to study is SPSS 12. Data analysis used frequency analysis, a percentage, t verification, a statistical way memberses technical such as variate analysis (one-way ANOVA), correlation analysis etc. The results of this study were as follows; First, the characteristic of a social supports social of the students with physical and multiple disabilities awoke high to a teacher support, and awoke low to a friend support, and the boy students were very experiencing a social support more than girl students. Second, the characteristic of student with physical and multiple disabilities self-concept was low the character self, the domestic self, the ability self, the physical self, and the physical self, the morality self appeared higher middle school students than high school student, and a self-concept was higher a middleclass family students than upper class family students. Third, the social supports and the self-concept of the students with physical and multiple disabilities were static correlation.