초등학교 고학년의 시험불안 감소를 위한 집단상담 프로그램 개발

Development of a Group Counseling Program to reduce Test Anxiety of Elementary School Students in Higher Grade

본 연구의 목적은 초등학교 고학년의 시험불안 감소를 위한 집단상담 프로그램을 구안하고 그 프로그램의 효과를 검증하는 데 있다. 연구는 경남에 소재하는 초등학교 5, 6학년 학생 400명을 대상으로 시험불안 검사(TAI-K)를 실시하여 점수가 평균보다 1 표준편차 높은 학생들 중 집단상담에 참가하기를 원하는 학생을 실험집단과 통제집단으로 구성하였다. 실험집단에게는 집단상담 프로그램을 주 2회, 총 10회를 실시하였다. 검사 도구는 TAI-K로 김문주(1991)가 TAI를 기초로 하여 우리나라 실정에 맞도록 개발한 초등학생용 문항을 사용하였다. 자료처리는 혼합변량분석(Mixed ANOVA)을 통해 통계적 분석을 하였으며 양적 결과에 대한 해석을 보완하기 위하여 회기별 경험보고서와 상담일지를 통한 상담자 관찰내용을 분석하였다. 시험불안 감소 집단상담 프로그램은 초등학교 고학년의 시험불안 감소에 효과가 있었으며, 내용 분석 결과 실험 참가자들이 프로그램의 효과에 대하여 긍정적인 반응을 보였다. 이상의 결과로 살펴볼 때, 이 프로그램은 초등학교 고학년의 시험불안을 감소시키는데 효과가 있다고 볼 수 있다.

The purpose of this study is to develop and implement a group counseling program to reduce test anxiety for elementary school students in higher grade, and to verify the influences on test anxiety. Subjects were selected among those who desired to participate in group counseling who had high score in the TAI-K(test anxiety inventory - Korea) taken by 5th and 6th grade students in the N elementary school in Kyongsang-Namdo, and composed of 7 members of the experimental group and 7 members of the control group. The inquiries designed for elementary school students in accord with the actual conditions of Korean students based on TAI created by Kim, Moon-Joo(1991) was used as a test tool. For data processing, Mixed ANOVA from SPSS/Windows 12 was used to analyze statistical results, and the analysis of experience reports by session and counselor observation contents was also indicated to supplement the limitations in the reliability of quantitative results. The major conclusions derived from this study are, in short, as follows: First, it is shown that there was significant statistical difference in test anxiety between the experimental group who participated in the group counseling program to reduce test anxiety and the control group. And, so are the cognitive factors and the emotional factors, which are sub-categories of it. Second, in consequence of analyzing experience log and counseling observations, and questionnaires for program evaluation, this program was proved to have an affirmative effect on relieving test anxiety. This study is meaningful in that the program to relieve test anxiety was developed and proved to be effective through consisting of sub-categories for test anxiety using not one way but complex approaches to resolve test anxiety of elementary school students in higher grade.