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정신지체학생의 신체적 자아개념 발달 특성 원문보기

  • 저자

    임채영

  • 학위수여기관

    공주대학교 특수교육대학원

  • 학위구분

    국내석사

  • 학과

    중등특수교육전공

  • 지도교수

    김삼섭

  • 발행년도

    2014

  • 총페이지

    61장

  • 키워드

    정신지체 신체적 자아개념;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13534474&outLink=K  

  • 초록

    The study is to analysis the overall characteristics of the physical self-concept for students with mental retardation. In order to achieve the purpose of the study, it is analyzed the difference of physical self-concept of students with mental retardation by gender, school type, school courses, the degree of disability and the strength of support. This study was conducted targeting 208 students with mental retardation enrolled at junior high school or high school in special schools or special classes in regular schools. Simple physical self-concept tests of Maïano et al.(2009) translated by Kim et al.(2013) were used. Using these tools, the preliminary test, the primary test and secondary test was performed. The results of this study are as follows. First, it was found that students with mental retardation recognized the most positive general self-concept of physical self-concept factors, but the negative physical conditions. Second, the results of examining the difference by gender, global self-concept and physical condition of all the factors to be higher in boys than girls showed statistically. Third, the results of examining the difference by school type, all the factors of physical self-concept was to be higher students in special school than special classs. Exercise capacity and physical attractiveness of all the factors showed significant difference, but the other sub-factors did not show any significant differences. Fourth, the results of examining the difference by school course, global self-concept and exercise capacity of physical self-concept was to be higher students in high school than middle school. Physical self-worth, physical condition and physical attractiveness did not show any difference by school course. Fifth, the results of examining the difference by disability level, all the factors of physical self-concept was to be higher students in 2nd grade disability level than 1st grade and 3rd grade. Global self-concept, physical condition and physical attractiveness showed significant difference by disability level. Sixth, the results of examining the difference by support strength, global self-concept, physical self-worth and physical attractiveness showed significant difference. The results of this study is expected to be used in the field of development education program, such a academic program, daily life program and career education program, for the student with mental retardation.


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