[국내논문]Exploring Individual, School, and Family Variables in School Satisfaction of Children with Developmental Disabilities in Korea 전국 발달장애 초등학생의 학교생활만족도에 영향을 미친 개인, 학교 및 가족 변인 탐색
The purpose of this study was to analyze whether there is a difference in school satisfaction according to the background variables of elementary students with developmental disabilities(DD), to identify the variables affecting school satisfaction, and to compare their effects. This study analyzed t...
The purpose of this study was to analyze whether there is a difference in school satisfaction according to the background variables of elementary students with developmental disabilities(DD), to identify the variables affecting school satisfaction, and to compare their effects. This study analyzed the parent report of 163 elementary students with DD using “2019 Disability and Life Dynamics Panel Survey” of the Korea Disabled People's Development Institute(KODDI). The background variables consisted of individual, school, and family variables. The statistical analysis was performed using t-test, one-way analysis of variance and multiple regression. The results revealed that, in terms of individual variables, those who reported “they were in good health” showed higher school satisfaction. Regarding the school variables, those who have not suffered from “a lack of understanding and prejudice of the teachers”, who “had friends considerate of their disability”, and who have not experienced “school violence” showed higher school satisfaction than the opposite. Concerning family variables, those who reported that “their parents have not suffered any discrimination”, those in the “top 50% of parents' disability acceptance group”, and those who reported “they often have conversations about school life with their parents” were more satisfied with school life than those who did not. It was found that “friends' consideration for disability” had a positive effect, “school violence experience” had a negative effect, and “parent’s disability acceptance” and “parent-child conversation on school life” had a positive effect. Comparing the magnitude of effects among the variables, that of “parent-child conversation on school life” was the highest. This study is meaningful in that it showed the possibility of evaluating school satisfaction from a subjective perspective of students with DD, and that it calls attention to student-centered perspectives for teachers, parents, and researchers. The study pointed out the limitations in the data set collected by the 2019 Disability and Life Dynamics Panel Survey, suggesting improvements for future panel surveys and follow-up studies.
The purpose of this study was to analyze whether there is a difference in school satisfaction according to the background variables of elementary students with developmental disabilities(DD), to identify the variables affecting school satisfaction, and to compare their effects. This study analyzed the parent report of 163 elementary students with DD using “2019 Disability and Life Dynamics Panel Survey” of the Korea Disabled People's Development Institute(KODDI). The background variables consisted of individual, school, and family variables. The statistical analysis was performed using t-test, one-way analysis of variance and multiple regression. The results revealed that, in terms of individual variables, those who reported “they were in good health” showed higher school satisfaction. Regarding the school variables, those who have not suffered from “a lack of understanding and prejudice of the teachers”, who “had friends considerate of their disability”, and who have not experienced “school violence” showed higher school satisfaction than the opposite. Concerning family variables, those who reported that “their parents have not suffered any discrimination”, those in the “top 50% of parents' disability acceptance group”, and those who reported “they often have conversations about school life with their parents” were more satisfied with school life than those who did not. It was found that “friends' consideration for disability” had a positive effect, “school violence experience” had a negative effect, and “parent’s disability acceptance” and “parent-child conversation on school life” had a positive effect. Comparing the magnitude of effects among the variables, that of “parent-child conversation on school life” was the highest. This study is meaningful in that it showed the possibility of evaluating school satisfaction from a subjective perspective of students with DD, and that it calls attention to student-centered perspectives for teachers, parents, and researchers. The study pointed out the limitations in the data set collected by the 2019 Disability and Life Dynamics Panel Survey, suggesting improvements for future panel surveys and follow-up studies.
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