본 연구는 집단미술치료가 학교부적응 청소년의 자아존중감과 학습동기에 미치는 효과가 있는지를 알아보고 자 하는데 목적이 있다. 연구의 대상은 G시에 학생생활지원센터(Wee Center)에서 상담결과로 학교부적응문제 가 있는 청소년 16명을 의뢰받아 8명을 실험집단으로, 8명을 통제집단으로 배치하였다. 집단미술치료는 2011년 9월 2일부터 2011년 12월 22일까지 주 1회씩 90분 총 10회기를 실시하였고 연구 프로그램의 효과를 검증하기 위한 측정도구로는 자아존중감 척도와 학습동기 척도를 사용하였다. 자료 분석은 집단간 동질성 검사를 위하여 독립 t-test를 실시하였고 프로그램의 효과성 검증을 위해 반복측정 변량분석을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 집단미술치료가 학교부적응청소년의 자아존중감을 향상시키는데 긍정적 효과가 있었다. 자 아존중감 전체와 하위영역인 총체적, 학교적 자아존중감에서 효과가 있었으며 그 효과는 지속되는 것으로 나타 났다. 둘째, 집단미술치료가 학교부적응 청소년의 학습동기에 미치는 효과에 있어서는 학습동기 하위영역 중 계속동기에서만 효과가 있었고 그 효과가 지속되는 것으로 나타났다. 이는 학교부적응 청소년에게 집단미술치 료 프로그램 회기를 충분히 제공한다면 전체 학습동기를 향상시키는데 효과적일 것이다.
This studdy is to inquire into the effect of group art therapy on the self-esteem and the academic motivation of the maladjusted adolescents in school. The study subjects were 16 maladjusted adolescents in school, who were asked to have this group art therapy program under the counselling results for maladjustment in school at Wee Center(Student Support Center) in G city. The eight adolescents were arranged as the experimental group, and the other eight adolescents were arranged as the control group. This group art therapy program was carried out during 10 sessions 90 minutes a session once a week from September 2, 2011 to December 22, 2011. The measurement tools to verify the effect of this program were the academic motivation scale and the self-esteem scale. In the analysis of the data materials, the independent t-test was carried out for the homogeneity test between the groups. And the repeated measures ANOVA was carried out to verify the effectiveness of this program. In case the intercation effect was shown, the simple main effect was verified. The results of this study are as follows. Firstly, this group art therapy program has a positive effect on the improvement of the self-esteem of the maladjusted adolescents in school. Especially, this program has a effect in the whole category of the self-esteem and its subcategories such as the total, social, schooling self-esteem. And it is found out that its effect lasted. Secondly, in the effect of this program on the academic motivation of the maladjusted adolescents in school, it is found out that this program has an effect in the continuous motivation only among the subcategories of the academic motivation. Consequently, if the sessions of this group art therapy program are fully provided for the maladjusted adolescents in school, this program will have more effectiveness on the improvement of the self-esteem and the academic motivation of them.
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