교육복지투자우선지역 지원사업이 아동.청소년의 사회.정서 및 인지적 발달에 미치는 효과

Effect of the Spportive Project for the Priority Region of Educational Welfare Investment[SPPREWI] on School Children's Psychosocial and Cognitive Adjustment

본 연구는 교육과학기술부에서 실시하고 있는 빈곤 아동 청소년 정책인 '교육복지투자우선지역 지원사업'(이하 교육복지사업)의 정당성 확인과 지속적 실시 여부를 확인해 보기 위해 사업의 성과를 평가하고자 하였다. 특히 교육복지사업에서 기대되는 성과지표에 기반하여 사회 정서적 발달('긍정적인 자아개념', '우울 불안 자살충동', '공격성 분노', '비행', '학교생활적응', '사회적 변화')과 인지적 발달('학습자기조절인지', '학습행동통제전략', '직업준비성')을 측정하고자 하였다. 이를 위해 교육복지사업을 운영하는 학교[즉, 실험집단]와 동일한 지역 내 열악한 환경에 놓여 있는 비운영학교[즉, 통제집단] 간 비교 그리고 사업운영학교의 서비스 이용수준에 따른 실험집단 내 분석을 실시하였다. 이러한 연구결과로부터 교육복지사업이 성과지표에 긍정적인 효과가 있음을 확인할 수 있었다. 또한 열악한 환경이라는 위험요인에 대한 완충효과를 갖는 동시에 서비스제공에 상승효과를 나타내는 '학교 건강성'의 조절효과 확인을 통해 교육복지실천에 유용한 정보를 제공할 수 있었다.

This study attempted to evaluate the effectiveness of the Supportive Project for the Priority Region of Educational Welfare Investment(SPPREWI) which has been put into action in Korea as a part of national policies for poor school children. In so doing this study aimed to test SPPREWI's legitimacy as well as whether we have to continue this program or not. In order to fulfill this research purpose researchers identified several outcome indicators of SPPREWI, which represent psychosocial and cognitive adjustment. The variables pertaining to psychosocial adjustment domain are: self-concept; depression, anxiety, and suicidal impulse; inclination of assault and indignation; delinquency; school life adjustment; and change in social relations. The variables of cognitive adjustment include recognition of self-control in learning; control strategy of learning behavior; and preparedness for job hunting. In this study the quasi-experimental group contained students from schools which are under the SPPREWI. The control group was composed of students from schools which were free from SPPREWI but under the influence of deteriorating school environment. The quasi-experimental group and the control group were compared in terms of outcome indicators presented earlier. Within the quasi-experimental group both the students below poverty-line and the students above poverty-line were divided into two groups each by the level of service use, and were compared in terms of the outcome variables presented earlier. Study results supported the argument that SPPREWI was effective generally in improving students' school adjustment. Study results also showed that the variable of 'school nurturance' played a significant role in moderating the effect of SPPREWI on a couple of outcome variables specially when schools' overall educational environment was in poor condition. Implication as well as suggestion were presented on the basis of study findings.