본 연구는 ADHD 청소년의 학습부진을 개선하기 위한 학업적 자기관리기술 프로그램의 효과를 검증하는 것을 목적으로 한다. 학업적 자기관리기술 중에서도 ADHD 청소년에게 특히 필요한 목표설정, 시간관리, 조직화 및 계획하기기술을 중심으로 프로그램을 구성하였으며 연구자는 이상의 기술을 목표추구성기술(goal-directedness skills)이라고 명명하였다. 참가자는 부모가 평정한 한국판 아동․청소년 행동평가 척도(K-CBCL)의 주의집중문제 하위척도상 90%ile이상에 해당하는 ADHD 성향 청소년과 그 부모이다. 연구 결과, 4주간 부모용 프로그램과 학생용 프로그램을 실시한 이후 개입변인인 목표추구성기술의 증가와 함께 자기조절학습능력이 유의미하게 증가하였으며 이러한 변화는 한 달 후까지 지속되는 것으로 나타났다. 또한 이러한 변화는 직접적인 학업수행 측정치에서도 확인되어, 자율학습시간, 자율학습수행도 및 성적이 유의미하게 향상되었다. 아울러 부모와 자녀에게 본 프로그램에 대한 치료수용도를 평가했을 때, 부모와 자녀 모두 매우 높은 치료수용도를 보고하였다. 본 연구결과는 ADHD 청소년의 학업부진은 학습기술의 결손으로 설명될 수 있으며, 성공적인 학습기술을 지속적으로 훈련시킴으로써 ADHD 청소년의 학업부진이 효과적으로 치료될 수 있다는 점을 시사하고 있다. 마지막으로 본 연구의 제한점과 시사점을 논의하였다.
The present study aimed to examine the efficacy of a new self-management skills intervention to address academic underachievement of adolescents with ADHD. The self-management skills delivered in the program are consisted of goal-setting, time-management, organization, and planning skills defined as goal-directedness skills by authors. Adolescents producing 90th percentile above on the K-CBCL and their parents completed the 4-week intervention program. Adolescents in the group showed significant improvements in goal-directedness skills and self-regulated learning ability after the intervention and those improvement was maintained at 4-week follow-up. They also exhibited pre-post gains on GPA, independent learning time and independent learning performance index. Adolescents and their parents in the intervention group reported high treatment acceptability. Finally, implications and limitations of this study are discussed.
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