정신지체학생의 적응행동, 자아존중감 및 진로자기효능감이 직업준비도에 미치는 영향

나용기,김삼섭 한국장애인고용공단 고용개발원 2013 장애와 고용 Vol.23 No.2

In this study, relationship between job readiness skills, adaptive behavior, selfesteem, and career decision self-efficacy of the 160 students who are in third grade in special classroom of special school and who acquired a job after graduating from majoring course was researched. In order to do this, self-esteem, adaptive behavior, career decision self-efficacy, and job readiness skills were measured. As a manner of data processing, correlation analysis, STEPWISEmultiple regression analysis was used. The results are as follows; First, there was a positive relationship between adaptive behavior and job readiness skills, and a negative relationship between adaptive behavior and self-esteem in a sense of correlation among adaptive behavior, self-esteem, career decision self-efficacy, and job readiness skills of the students with mental retardation. Second, as a result of investigating an effect of adaptive behavior, self-esteem and career decision self-efficacy on job readiness skills, only adaptive behavior had a meaningful effect. The effects that adaptive behavior, self-esteem, and career decision self-efficacy have on sub-factors of job readiness skill are as follows. Daily living factors of readiness skills were affected by self-esteem and adaptive behavior. Also, The recognition skills and work skills of job readiness skills were influenced by adaptive behavior. In addition, job conscience of job readiness skills are affected by adaptive behavior and career decision self-efficacy. This study is significant in that it can be used as baseline data in searching relationships among job readiness skills, adaptive behavior, self-esteem and career decision self-efficacy of the mental retardation students who graduated from high school and majoring course and acquired a job, and in designing a vocational education curriculum. 이 연구에서는 고등학교 특수학교·특수학급 3학년 및 전공과 재학생 중 현재 직업생활을 하고 있는 정신지체학생의 적응행동, 자아존중감 및 진로자기효능감이 직업준비도에 미치는 영향을 알아보았다. 이를 위해 106명의 정신지체학생을 대상으로 자아존중감, 적응행동, 진로자기효능감 및 직업준비도를 측정하여 상관관계와 중다회귀분석을 하였는데, 그 결과는 다음과 같다. 첫째, 정신지체학생의 적응행동, 자아존중감 및 진로자기효능감과 직업준비도와의 상관관계를 알아 본 결과, 적응행동과 직업준비도 간에는 정적상관관계가 있고, 적응행동과 자아존중감과는 부적상관관계가 있는 것으로 나타났다. 둘째, 적응행동, 자아존중감 및 진로자기효능감이 직업준비도에 미치는 전반적인 영향을 알아 본 결과, 세 요인들 중 적응행동만 유의한 영향을 미치는 것으로 나타났다. 셋째, 적응행동, 자아존중감 및 진로자기효능감이 직업준비도의 하위 요인들에 미치는 영향을 알아본 결과는 다음과 같다: 직업준비도의 일상생활요인은 자아존중감과 적응행동의 영향을 받는 것으로 나타났다; 직업준비도의 인지기술요인과 작업기술요인은 적응행동의 영향을 받는 것으로 나타났다; 직업준비도의 직업의식은 적응행동과 진로자기효능감의 영향을 받는 것으로 나타났다. 이 연구의 결과는 정신지체 특수학교, 특수학급 및 전공과 학생의 진로와 직업 교육과 정을 구성하거나 전환교육계획을 세우는 데 기초자료로 활용할 수 있을 것으로 기대된다.

고등학교 3학년 및 전공과 재학 정신지체학생의 직업준비도와 적응행동과의 관계

나용기,김기룡,김삼섭 한국장애인고용공단 고용개발원 2012 장애와 고용 Vol.22 No.3

이 연구에서는 고등학교 3학년 및 전공과에 재학 중인 정신지체학생의 직업준비도와 적응행동의 관계를 알아보았다. 이를 위해 정신지체 학생 198명을 대상으로 직업준비도 검사와 적응행동검사를 실시하였다. 연구 결과는 다음과 같다; 첫째, 직업준비기술과 적 응행동과는 정적상관 관계가 있는 것으로 나타났다. 적응행동 하위요인 중 독립기능, 경 제활동, 언어발달 및 책임이 직업준비도와 상관이 높은 것으로 나타났고, 직업준비도의 인지기술 요인은 적응행동의 경제활동 요인 및 언어발달 요인과 상관이 높고, 작업기술 요인은 적응행동의 자기관리 요인과 책임 요인과 상관이 높은 것으로 나타났다. 둘째, 정 신지체 학생의 성, 배치환경, 장애정도에 따라 적응행동의 하위요인은 직업준비도에 영향 을 미치는 것으로 나타났다. 이 연구는 취업직전의 정신지체학생들의 직업준비도에 미치 는 적응행동의 하위요인을 탐색하고 직업교육계획을 작성하는데 기초자료로 활용할 수 있다는데 의의가 있다. The purpose of this study was to investigate the relationship between Adaptive Behavior and Job Readiness Skills in high school enrolled third grade students or majoring course students with Mental Retardation. In order to do this, the Adaptive Behavior Scale and Job Readiness Scale of 198 students with Mental Retardation was examined. The research was based on Performed Correlation Analysis and Regression Analysis; First, The correlation between Adaptive Behavior sub-factors and Job Readiness Skills sub-factors are as follows. Job Readiness Skills has a high correlation with Adaptive Behavior sub-factors such as Economic Activity, Language Development, Responsibility, Independent Function, Self-direction, Socialization, and Prevocational/Vocational Activity. Second, the effect of gender, deployment environment, and the degree of disability for each sub-factor in Adaptive Behavior on Job Readiness Skills were as follows. Males tend to rely on Language Development factors, Responsibility factors, Economic Activity factors, and Numbers and Time factors in order to affect Job Readiness Skills. Depending on the deployment environment, in the case of special class, Job readiness skills is affected by Numbers and Time factors, and Self-direction factors, In the case of special schools, it is affected by Responsibility factors, and Numbers and Time factors, In the case of majoring course, Economic Activity factors influence Job Readiness Skills. Depending on the degree of disability, in the case of students with mild Mental Retardation, Economic Activity factors, Numbers and Time factors influence Job Readiness Skills. In students with severe Mental Retardation, Language Development factors influence Job Readiness Skills.

지적장애학생의 어머니가 인식한 직업준비 기술과 자기결정에 대한 중요도와 실행도

김은라 ( Kim Eun-ra ),박재국 ( Park Jae-kook ),김효선 ( Kim Hyo-sun ) 한국특수아동학회 2018 특수아동교육연구 Vol.20 No.3

Purpose: The purpose of this study was to investigate of mothers’ perception on job readiness skills and self-determination of students with intellectual disabilities, at the same time, to explore the needs of mothers for supporting these two key concepts. Method: To these ends, 110 mothers of students with intellectual disabilities were asked to complete questionnaires. And then the collected data were analyzed by using a paired t-test, Borich’s need, and IPA matrix analysis method. Results: First, there were significant difference between the level of importance and performance of job readiness skills of students with intellectual disabilities. As well, the supports for ‘job skills’ domain were needed strongly. Second, there were significant difference between the level of importance and performance of self-determination. As well, the supports for ‘self-awareness and self-knowledge’ domain were needed most strongly. Conclusion: Based on these results, the strategies to support and enhance job readiness level and self-determination of students with intellectual disabilities were suggested.

정신지체학생의 자아존중감과 직업준비도와의 관계

나용기,김기룡,김삼섭 한국장애인고용공단 고용개발원 2012 장애와 고용 Vol.22 No.4

The purpose of this study was to investigate the relationship between selfesteem and job readiness skills in high school enrolled third grade students or majoring course students with mental retardation. In order to do this, the selfesteem scale and job readiness scale of 198 students with mental retardation was examined. First, self-esteem and job readiness skills also showed no significant difference by the gender of the students with mental retardation, the self-esteem subfactors, as social self-esteem and academic self-esteem, was no significant difference by placement environment, as job readiness skills was significant difference. Academic self-esteem and all sub-factors of job readiness skills showed a significant difference by degree of disability. Second, self-esteem and job readiness skills showed positive correlation. The result of cannonical correlation analysis about self-esteem and job readiness skills was that academic and social self-esteem among self-esteem sub-factors were best predictable variables daily living skills, social skills and job skills among the job readiness skills sub-factors. This study offer evidence to explore the relationship between the self-esteem and job readiness, to find the predictable variables of job readiness, and to apply job planning. 이 연구에서는 고등학교 3학년 및 전공과에 재학 중인 정신지체학생의 자아존중감과 직업준비도와의 관계를 알아보았다. 이를 위해 정신지체 학생 198명을 대상으로 직업준 비도 검사와 자아존중감 검사를 실시하였다. 결과는 다음과 같다; 첫째, 정신지체학생의 성별에 따른 자아존중감과 직업준비도는 유 의미한 차이가 나타나지 않았다. 배치환경에 따라서는 자아존중감의 경우 사회적 자아존 중감과 학업적 자아존중감이 유의미한 차이가 나타났으며, 직업준비도의 경우 유의미한 차이가 나타났는데, 전공과, 특수학교, 특수학급 순으로 높은 것으로 나타났다. 장애정도 에 따라서는 자아존중감의 경우 학업적 자아존중감이 직업준비도의 경우 모든 하위 요인 에서 유의미한 차이가 나타났다. 둘째, 자아존중감과 직업준비도는 정적 상관관계가 있는 것으로 나타났다. 정신지체학생의 자아존중감 중 학업적 자아존중감과 사회적 자아존중 감이 직업준비도 중 일상생활기술, 사회기술, 작업기술 요인들을 가장 잘 예측해 줄 수 있는 변인으로 나타났다. 이 연구는 취업직전의 정신지체학생들의 자아존중감과 직업준비도와의 관계를 탐색하 고 예측변인을 밝혀 직업교육계획을 작성하는데 기초자료로 활용할 수 있다는데 의의가 있다.