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정서․행동문제에 대한 청소년과 교사간의 평가차이 및 관련변인

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Author(s)
이수연
Issued Date
2011
Abstract
ABSTRACT

Differences between Adolescents and Teachers in
Assessment on Emotional/Behavioral Problems
and Its Related Variables


Lee, Su-youn
Advisor : Seunghee Lee, Ph.D.
Department of Special Education,
Graduate School of Chosun University


The purpose of this study was to investigate the difference between adolescents and teachers in assessment on emotional/behavioral problems, and the demographical variables with the adolescents(sex, grade, academic performance) and teachers(sex, teaching career).
443 adolescents who were third graders in middle school and second graders in high school in Gwangiu, and 12 teachers who were in charge of the classes participated in this study.
The difference was measured with Youth Self Report(YSR) and Teacher Report Form(TRF) and the demographical variables were measured with the survey made by researcher.
The collected data were analyzed by t-test, anova, correlation, multi-regression using SPSS 18.0.
The results are as follows;
First, Regarding Youth Self Report, Withdrawn/Depressed and Internalizing Problems T score were the highest, while Aggressive Behavior T score were the lowest of all the Syndrome Scale Scores. The number and percentage of adolescents that gained T score within the clinical range and borderline clinical range was higher for Internalizing Problems than for Externalizing Problems on the Syndrome Scale Scores.
Second, Teacher's Report Form to adolescent, Withdrawn/Depressed and Internalizing problems T score were the highest, while Somatic Complaints T scores were the lowest of all the Syndrome Scale Scores. The number and percentage of adolescents that gained T score within the clinical range and borderline clinical range was higher for Internalizing Problems than for Externalizing Problems on the Syndrome Scale Scores.
Third, Comparisons between the ratings of adolescents and teachers revealed little correspondence among informants. The correlation between the reports of adolescents and teachers was significantly higher for Externalizing Problems than for Internalizing Problems.
A significant score difference was found between adolescents and teachers on all eight of the subscales(Withdrawn/Depressed, Somatic Complaints, Rule-Breaking Behavior, Aggressive Behavior, Social Problems, Thought Problems, Attention Deficit/Hyperactivity Problems, Other Problems), Total Problems scales, DSM-oriented scales, and 2007 scales(Obsessive-Compulsive Problems scale, Post-traumatic Stress Problems scale) except in the Anxious/Depressed, Internalizing, and Externalizing. There was a large difference for Thought Problems, while little difference for Social Problems on the Syndrome Scale Scores. On the DSM-oriented scales, there was a large difference for DSM Somatic Problems, while little difference for DSM Oppositional Defiant Problems.
A significant difference of the diagnostic criteria range group(normal range, borderline clinical range, clinical range) was found between adolescents and teachers on the Syndrome Scale Scores, DSM-oriented scales, and 2007 scales. Generally speaking, the number and percentage of adolescents that gained within the clinical range and borderline clinical range were higher for self-reported than teacher-reported on the Syndrome Scale Scores, DSM-oriented scales, and 2007 scales.
Fourth, A significant assessment difference according to the related variables (adolescent sex, grade, academic performance, teacher sex, teaching career) was found between adolescents and teachers on the Syndrome Scale Scores, DSM-oriented scales, and 2007 scales except in Thought Problems, Other Problems, and Total Problems scales. Concerning adolescents/teachers differences, the adolescents' and teacher' reports generally showed highter scores differences in female adolescent, low academic performance, middle school, female teacher, low teaching career for the Syndrome Scale Scores, DSM-oriented scales, and 2007 scales.
A significant interaction effect of the related variables(adolescent sex, grade, academic performance, teacher sex, teaching career) was found between adolescents and teachers on the Syndrome Scale Scores, DSM-oriented scales, and 2007 scales except in Withdrawn/Depressed, Somatic Complaints, Rule-Breaking Behavior, thought problems, other problems, DSM ADHD, DSM oppositional defiant problems, and DSM conduct problems.
Fifth, A significant correlations between informant difference in assessment and the related variables(adolescent sex, grade, academic performance, teacher sex, teaching career) were found for female adolescent, low academic performance, middle school, female teacher, low teaching career on the Syndrome Scale Scores, DSM-oriented scales, and 2007 scales.
The data suggest that the related variables(adolescent sex, grade, academic performance, teacher sex, teaching career) are essential in models, predicting the differences in assessment.
Based on these results, the implication and suggestions was discussed.
Alternative Title
Differences between Adolescents and Teachers in Assessment on Emotional/Behavioral Problems and Its Related Variables
Alternative Author(s)
Lee, Su-youn
Affiliation
조선대학교
Department
일반대학원 특수교육학과
Advisor
이승희
Awarded Date
2012. 2
Table Of Contents
I. 서 론 1
1. 연구의 필요성 및 목적 1
2. 연구문제 5
3. 용어의 정의 6
Ⅱ. 이론적 배경 9
1. 정서․행동장애의 개념 9
1) 정서․행동장애의 관련용어 9
2) 정서․행동장애의 정의 10
3) 정서․행동장애의 출현율 13
4) 정서․행동장애의 원인 16
5) 정서․행동장애의 분류 19
2. 청소년의 정서․행동문제 평가 24
1) 청소년자신의 평가 25
2) 부모의 평가 30
3) 교사의 평가 32
4) 평정자간 일치도 35
3. 정서․행동문제에 대한 청소년과 교사간 평가차이의 관련변인 38
1) 청소년관련 변인 38
2) 교사관련 변인 41
3) 관련변인 요약 42
Ⅲ. 연구방법 43
1. 연구설계 43
2. 연구대상 43
3. 연구도구 45
1) 청소년용 질문지 46
2) 교사용 질문지 46
4. 연구절차 48
5. 자료분석 50
Ⅳ. 연구결과 52
1. 청소년의 정서․행동문제에 대한 청소년자신의 평가 52
2. 청소년의 정서․행동문제에 대한 교사의 평가 53
3. 청소년의 정서․행동문제에 대한 청소년자신의 평가와 교사의 평가간 관계 54
1) 청소년자신의 평가와 교사의 평가간 상관관계 54
2) 평가집단(청소년자신/교사)에 따른 정서․행동문제 정도의 차이 56
3) 평가집단(청소년자신/교사)에 따른 정서․행동문제 유형의 차이 57
4. 평가집단(청소년자신/교사)간 점수차이에 대한 관련변인들의 효과 59
1) 평가집단(청소년자신/교사)간 점수차이의 관련변인에 따른 차이 59
2) 평가집단(청소년자신/교사)간 점수차이에 대한 관련변인들의 상호작용 63
5. 평가집단(청소년자신/교사)간 점수차이에 대한 관련변인들의 영향 72
1) 평가집단(청소년자신/교사)간 점수차이와 관련변인들의 상관관계 72
2) 평가집단(청소년자신/교사)간 점수차이에 대한 관련변인들의 예측관계 73
Ⅴ. 논의 77
1. 청소년의 정서․행동문제에 대한 청소년자신의 평가 77
2. 청소년의 정서․행동문제에 대한 교사의 평가 79
3. 청소년의 정서․행동문제에 대한 청소년자신의 평가와 교사의 평가간 관계 80
1) 청소년자신의 평가와 교사의 평가간 상관관계 80
2) 평가집단(청소년자신/교사)에 따른 정서․행동문제 정도의 차이 82
3) 평가집단(청소년자신/교사)에 따른 정서․행동문제 유형의 차이 83
4. 평가집단(청소년자신/교사)간 점수차이에 대한 관련변인들의 효과 83
1) 평가집단(청소년자신/교사)간 점수차이의 관련변인에 따른 차이 83
2) 평가집단(청소년자신/교사)간 점수차이에 대한 관련변인들의 상호작용 85
5. 평가집단(청소년자신/교사)간 점수차이에 대한 관련변인들의 영향 87
1) 평가집단(청소년자신/교사)간 점수차이와 관련변인들의 상관관계 87
2) 평가집단(청소년자신/교사)간 점수차이에 대한 관련변인들의 예측관계 89
Ⅵ. 결론 및 제언 91
1. 결론 91
2. 제언 93
참고문헌 95
부 록 112
Degree
Doctor
Publisher
조선대학교 대학원
Citation
이수연. (2011). 정서․행동문제에 대한 청소년과 교사간의 평가차이 및 관련변인
Type
Dissertation
URI
https://oak.chosun.ac.kr/handle/2020.oak/10455
http://chosun.dcollection.net/common/orgView/200000256896
Appears in Collections:
General Graduate School > Theses(Ph.D)(일반대학원)
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