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OECD ESP 사회정서역량 조사 국제공동연구(Ⅳ): 본조사 결과 분석(RR2020-07)

OECD ESP 사회정서역량 조사 국제공동연구(Ⅳ): 본조사 결과 분석(RR2020-07) 이미지
  • 출판유형 : 연구보고서
  • 보고서번호 : RR2020-07 (RR)
  • 연구책임자 :
  • 연구진 :
  • 페이지 : 274
  • ISBN :
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Ⅰ. 서론
1. 연구의 필요성 및 목적 ·····························································3
가. 연구의 필요성 ················································································3
나. 연구의 목적 ····················································································6
2. 연구 내용 ··················································································7
가. 사회정서역량의 교육적 의미 분석 ·················································7
나. 사회정서역량의 예측 요인과 결과 요인 탐색 ································7
다. 사회정서역량이 낮은 학생의 문제 탐색 ·········································7
라. 사회정서역량의 교육적 함의 및 실천 과제 도출 ·························7
3. 연구 방법 ··················································································8
가. 문헌 분석 ·······················································································8
나. 조사결과 분석 ················································································8
다. 전문가 간담회 및 협의회 ·······························································9
4. 연구의 체계도 ·········································································10

Ⅱ. 문헌 분석
1. 사회정서역량의 주요 이론 ······················································13
가. 사회정서역량의 중요성: ‘자기조절’과 ‘주체성’ 기능 ···················13
나. 사회정서역량의 배경 이론: 사회정서학습이론 ·····························14
다. 사회정서역량 관련 요인 ·······························································16
2. 국내외 사회정서역량 관련 교육 정책 및 사례 ·······················18
가. 국내의 사회정서역량 관련 역량 및 교육 정책 ····························18
나. 국외의 사회정서역량 관련 교육 실천 사례 ·································22
3. OECD 사회정서역량 연구(SSES)의 배경 및 추진 경과 ·······39
가. OECD 사회정서역량의 이론적 배경 ···········································39
나. OECD 사회정서역량 연구(SSES)의 개요 ···································42

Ⅲ. 조사 및 분석 개요
1. 조사 대상 ················································································49
2. 조사 기간 ················································································50
3. 조사 절차 및 방법 ··································································50
4. 조사 내용 ················································································52
가. 사회정서역량 조사 내용 ·······························································52
나. 학생 대상 조사 내용 ····································································53
다. 학부모 대상 조사 내용 ································································54
라. 교사 대상 조사 내용 ····································································55
마. 학교장 대상 조사 내용 ································································57
5. 분석 대상 ················································································58
가. 자료 처리 ·····················································································58
나. 응답자 기본 정보 ·········································································59
6. 분석 내용 ················································································62
7. 분석 방법 및 절차 ··································································65
가. 사회정서역량의 기초통계 분석 ·····················································65
나. 성별, 연령별, 학교급별 사회정서역량의 차이 분석 ·····················66
다. 사회정서역량의 잠재프로파일 분석 ··············································66
라. 사회정서역량 잠재집단별 인지, 정서, 행동, 경험의 차이 분석 ··66
마. 사회정서역량 잠재집단에 영향을 미치는 예측 요인 분석 ···········67
바. 예측 요인의 상대적 중요도 분석 ···············································68

Ⅳ. 연구결과: 사회정서 역량의 집단별 수준
1. 기술통계 및 상관관계 ·····························································73
2. 성별, 연령별, 학교급별 수준 ··················································76
가. 성별 차이 ·····················································································76
나. 연령별 차이 ··················································································80
다. 학교급별 차이 분석 ·····································································84

Ⅴ. 연구결과: 사회정서 역량의 결과 요인
1. 사회정서역량의 잠재집단 추출 ···············································93
2. 사회정서역량 잠재집단별 인지, 정서, 행동, 경험의 특성 ······96
가. 학업성취도 ···················································································96
나. 관계성 ··························································································99
다. 학교에 대한 소속감 ···································································102
라. 심신의 건강 ···············································································103
마. ‘위기’의 문제 ·············································································105
바. 시간 활용 ···················································································117
사. 다양한 경험과 활동 ···································································123

Ⅵ. 연구결과: 사회정서 역량의 예측 요인
1. 학생의 인식 ··········································································133
가. 다양한 사회적, 국제적 이슈에 대한 논의 ·································133
나. 인식론적 신념: 고정신념 ···························································135
다. 부모의 양육방식 ·········································································137
라. 주변인과의 긍정적 관계 ·····························································138
마. 친구 환경 ···················································································141
바. 경쟁적 vs. 협동적 학교문화 ·····················································143
사. 기대압력 ·····················································································144
아. 안전 ···························································································146
자. 다양한 활동 참여 ·······································································148
2. 교사의 인식 ··········································································150
가. 고정적 인식론적 신념 ································································150
나. 다양한 교수 방법의 사용 ···························································151
다. 동기유발 방식 ············································································154
라. 평가 방법 ···················································································155
마. 사회정서역량 함양을 위한 교육 방법 ········································157
바. 학습방해 요소: 학생의 문제 행동 ·············································159
사. 학습 방해 요소: 학교문화 측면 ·················································161
아. 학교의 민주주의적 의사결정 체계 ·············································163
자. 배려하는 학교문화 ·····································································164
3. 학부모의 인식 ·······································································166
가. 양육방식 ···················································································166
나. 가족 간 활동 ·············································································168
다. 학교활동 참여 ············································································169
라. 자녀의 친구관계에 대한 관심 ····················································170
마. 인식론적 신념: 고정신념 ···························································171
4. 사회정서역량 예측 요인의 상대적 중요도 분석 ···················173
가. 10세 코호트 ··············································································173
나. 15세 코호트 ··············································································173

Ⅶ. 논의 및 시사점
1. 성별, 연령별 사회정서역량의 차이 ·····································179
2. 사회정서역량 수준에 따른 4개 잠재집단 도출: 부익부 빈익빈 현상 ······························································181
3. 사회정서역량과 학업성취, 능동적 경험, 사회적 자본 활용의 관련성 ··················································183
가. 사회정서역량과 학업성취의 관계 ·············································183
나. 사회정서역량과 능동적 경험의 관계 ··········································184
다. 사회정서역량과 다양한 사회관계망의 사회적 자본 활용 ·············185
4. 사회정서역량의 결핍으로 인한 부적응 문제 ························187
가. 사회정서역량의 결핍에 따른 심리적 부적응 ······························187
나. 사회정서역량의 결핍에 따른 부적응 행동 ·································188
다. 사회정서역량과 학교폭력 피해 경험 ········································189
5. 사회정서역량의 예측 요인 ····················································190
가. 개인 변인 ···················································································190
나. 가정 변인: 부모의 지원과 기대 ·················································193
다. 친구 변인: 또래관계와 또래문화 ···············································195
라. 교사?학교 변인 ··········································································196
마. 기대압력, 안전감, 발달에 맞는 프로그램 개발 ·························200

Ⅷ. 사회정서역량의 함양을 위한 실천 과제
1. 사회정서역량의 지원 체계 구축 ···········································205
2. 사회정서역량 향상을 통한 위기 진행 예방 ··························207
3. 사회정서역량 향상을 위한 정책 연계 ··································209
4. 사회정서역량 함양을 위한 실천 과제 ··································211
가. 개인 차원의 실천 과제 ······························································211
나. 가정 차원의 실천 과제 ······························································212
다. 학교 차원의 실천 과제 ······························································213
5. 현장전문가가 인식한 교육현장 실천 과제의 중요도 및 실행 현황 ·············································································215
6. 교육현장 지원을 위한 후속 연구 과제 ································218
가. 우리나라 맥락에 맞는 진단도구 개발 연구 추진 ······················218
나. 원인으로서의 사회정서역량 vs. 결과로서의 사회정서역량 ········218
다. 교사-학생, 부모-학생 응답 간의 낮은 관계성에 대한 원인 탐색 · 219

참고문헌 ··································································································221

Abstract··································································································231

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