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      자기결정 프로그램이 경도정신지체 학생들의 자기결정력과 문제해결능력에 미치는 효과 = The Effects of Self-Determination Program on Self-Determination and Problem Solving Abilities of Students with Mild Mental Retardation

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      https://www.riss.kr/link?id=A101198342

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      다국어 초록 (Multilingual Abstract)

      This study was designed to examine the effects of self-determination program on self-determination and problem solving abilities of students with mild mental retardation(MMR). In order to investigate the effects of self-determination program on self-determination and problems solving abilities of students with mild mental retardation, groups were set up as independent variables and scores on self-determination and problem solving abilities test respectively were set up as dependent variables. The results are as follows: Firstly, students with MMR who received self-determination instructions show higher scores on self-determination abilities than students with MMR who did not. Secondly, students with MMR who received self-determination instructions show higher scores on problem solving abilities than students with MMR who did not. Thirdly, self-determination showed positive correlation to problem solving abilities. That is, self-detemined studentd with MMR presented a better presented problem solving abilities.
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      This study was designed to examine the effects of self-determination program on self-determination and problem solving abilities of students with mild mental retardation(MMR). In order to investigate the effects of self-determination program on self-d...

      This study was designed to examine the effects of self-determination program on self-determination and problem solving abilities of students with mild mental retardation(MMR). In order to investigate the effects of self-determination program on self-determination and problems solving abilities of students with mild mental retardation, groups were set up as independent variables and scores on self-determination and problem solving abilities test respectively were set up as dependent variables. The results are as follows: Firstly, students with MMR who received self-determination instructions show higher scores on self-determination abilities than students with MMR who did not. Secondly, students with MMR who received self-determination instructions show higher scores on problem solving abilities than students with MMR who did not. Thirdly, self-determination showed positive correlation to problem solving abilities. That is, self-detemined studentd with MMR presented a better presented problem solving abilities.

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      참고문헌 (Reference)

      1 "장애학생을 위한 의사결정기술 교수프로그램" 서울 파라다이스복지재단 장애아동연구소 2002

      2 "자기결정 활동 프로그램의 개발과 적용이 전이기 경도장애학생의 자기결정력 증진에 미치는 효과" 38 (38): 1-26, 2003

      3 "경도 정신지체인의 고용상태와 거주형태에 따른 자기결정력과 삶의 질 비교" 38 (38): 259-281, 2003

      4 "The national longitudinal transition study of special education students Department of Education" 1990

      5 "The effects of problem solving instruction on the self-determination of high school students with mild disabilities" Columbia University 1997

      6 "The effects of Self - determination training on student involvement in the IEP process" 1997

      7 "The contributions of individual characteristics and environmental factors to the self-determination of children and youth with disabilities University of Minnesota" 1995

      8 "Teacher perception self-determination : Benefits, characteristics, and strategies" 34 : 293-301, 1999

      9 "TAKE CHARGE FOR THE FUTURE" Oregon Health Sciences University 1996

      10 "Step to self-determination: A Curriculum to help adolescents learn to achieve their goals" 1996

      1 "장애학생을 위한 의사결정기술 교수프로그램" 서울 파라다이스복지재단 장애아동연구소 2002

      2 "자기결정 활동 프로그램의 개발과 적용이 전이기 경도장애학생의 자기결정력 증진에 미치는 효과" 38 (38): 1-26, 2003

      3 "경도 정신지체인의 고용상태와 거주형태에 따른 자기결정력과 삶의 질 비교" 38 (38): 259-281, 2003

      4 "The national longitudinal transition study of special education students Department of Education" 1990

      5 "The effects of problem solving instruction on the self-determination of high school students with mild disabilities" Columbia University 1997

      6 "The effects of Self - determination training on student involvement in the IEP process" 1997

      7 "The contributions of individual characteristics and environmental factors to the self-determination of children and youth with disabilities University of Minnesota" 1995

      8 "Teacher perception self-determination : Benefits, characteristics, and strategies" 34 : 293-301, 1999

      9 "TAKE CHARGE FOR THE FUTURE" Oregon Health Sciences University 1996

      10 "Step to self-determination: A Curriculum to help adolescents learn to achieve their goals" 1996

      11 "Self-determination for persons with disabilities" 215-225, 1994

      12 "Self-determination as an educational outcome:A definitional framework and implications for intervention" 9 : 175-209, 1997

      13 "Self-determination and the education of students with mental retardation" 21 : 302-314, 1992

      14 "Self-determination and positive adult outcome : A follow up study of youth with mental retardation or learning disabilities" 63 : 245-255, 1997

      15 "Self-determination across the life span : Independence and choices for people with disabilities" 1996

      16 "Perceptions of classroom environment, locus of control and academic attribution of adolescents with and without cognitive disabilities" 19 : 15-30, 1996

      17 "Perception of self-determination and psychological empowerment of adolescents with mental retardation" 29 : 9-21, 1994

      18 "NEXT S.T.E.P. : Student transition and educational planning" 1997

      19 "Lessons learned from implementing the steps to self-determination curriculum" 23 : 90-98, 2002

      20 "Introduction to the special section : Self-determination : signal a system change?" 23 : 85-104, 1998

      21 "Intervention in school and Clinic" 147-156, 1995

      22 "Individual and environmental factors related to the self-determination of adult with mental retardation Journal of Vocational Rehabilitation" 5 : 291-305, 1995

      23 "Implementing the IDEA transition mandates" 65 : 555-565, 1999

      24 "Examining the transition planning process: What are perceptions of students with disabilities regarding their transition from school to adult life" 1996

      25 "Cognitive strategy instruction and mathematical problem solving performance of students with learning disabilities" 223-232, 1993

      26 "American Institutes for Research" 1994

      27 "A national survey of teachers' promotion of self-determination and student directed learning" 34 : 58-68, 2000

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      학술지 이력

      학술지 이력
      연월일 이력구분 이력상세 등재구분
      2027 평가예정 재인증평가 신청대상 (재인증)
      2021-01-01 평가 등재학술지 유지 (재인증) KCI등재
      2018-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2015-02-04 학회명변경 한글명 : 대구대학교 한국특수교육문제연구소 -> 한국특수교육문제연구소
      영문명 : Daegu University Research Institute of the Korea Special Education -> Research Institute of the Korea Special Education
      KCI등재
      2015-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2014-05-23 학회명변경 한글명 : 한국특수교육문제연구소 -> 대구대학교 한국특수교육문제연구소
      영문명 : Research Institute of the Korean Special Education -> Daegu University Research Institute of the Korea Special Education
      KCI등재
      2011-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2009-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2006-08-16 학회명변경 한글명 : BK21특수교육교육연구단 -> 한국특수교육문제연구소
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      2006-06-22 학술지명변경 한글명 : 특수교육저널: 이론과 실천 -> 특수교육저널:이론과 실천 KCI등재
      2006-05-18 학회명변경 한글명 : BK21특수교육교육연구단 -> 대구대학교 대학원 특수교육학과
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      KCI등재
      2006-01-01 평가 등재학술지 선정 (등재후보2차) KCI등재
      2005-01-01 평가 등재후보 1차 PASS (등재후보1차) KCI등재후보
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      학술지 인용정보

      학술지 인용정보
      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
      2016 1.33 1.33 1.26
      KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
      1.18 1.18 1.518 0.46
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