구화와 수화사용 청각장애중등학생의 자아정체감, 자기효능감 및 삶의 질 비교

다국어 초록 (Multilingual Abstract)

A Comparison of Students with Hearing Disabilities Using Sign Language and Students with Hearing Disabilities Using Oral Language in Self-Identity, Self-efficacy, and Quality of Life

Written by Kim, Yun-hui
Department of Special Education
Graduate School of Woosuk University
Directed by Prof. Bang, Myong-Ye, Ph. D.

〈Abstract〉
The purpose of this study was to compare students with hearing disabilities using sign language and students with hearing disabilities using oral language in self-identity, self-efficacy, and quality of life.
The research questions were as follows; (1) Is there any difference in self-identity between students with hearing disabilities using sign language and students with hearing disabilities using oral language?;
(2) Is there any difference in self-efficacy between students with hearing disabilities using sign language and students with hearing disabilities using oral language?; (3) Is there any difference in quality of life between students with hearing disabilities using sign language and students with hearing disabilities using oral language?
One hundred questionnaires were sent to 5 special schools for students with hearing disabilities and 6 special classes located in Seoul, Daegu, Chungbuk, and Jeonbuk. Data collected from 46 students with hearing disabilities using sign language and 36 students with hearing disabilities using oral language were analyzed.
The study results were as follows:
First, the self identity of students with hearing disabilities using sign language was statistically more positive than that of students with hearing disabilities using oral language. Second, the self-efficacy of students with hearing disabilities using sign language was statistically higher than that of students with hearing disabilities using oral language. Third, there was no statistically significant difference between students with hearing disabilities using sign language and students with hearing disabilities using oral language.
Implications for educational settings and suggestions for future studies were discussed.

Key words : hearing disabilities, oral language, quality of life, self-efficacy, self-identity, sign language, special classes, special schools

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 의의 1
• 2. 연구문제 4
• 3. 용어의 정의 5
• Ⅱ. 이론적 배경 8
• 1. 청각장애학생의 의사소통체계 8
• 2. 청각장애학생의 자아정체감 15
• 3. 청각장애학생의 자기효능감 19
• 4. 청각장애학생의 삶의 질 21
• Ⅲ. 연구방법 28
• 1. 연구대상 28
• 2. 측정도구 30
• 3. 연구절차 33
• 4. 자료처리 35
• Ⅳ. 연구결과 36
• 1. 의사소통 방법에 따른 청각장애학생의 자아정체감 비교 36
• 2. 의사소통 방법에 따른 청각장애학생의 자기효능감 비교 38
• 3. 의사소통 방법에 따른 청각장애학생의 삶의 질 비교 40
• Ⅴ. 논의 및 제언 42
• 1. 논의 42
• 2. 제언 46
• 참고문헌 48
• 영문초록 58
• 부록 60