이 연구에서는 특수학교 및 특수학급 설치 일반학교에 재학하고 있는 정신지체학생 중에서 중학교 이상의 과정에 해당하는 학생 208명을 대상으로 신체적 자아개념에 대한 전반적인 특성과 성, 학교형태, 학교과정, 장애등급 및 지원의 강도에 따른 차이를 알아보고자 하였다. 연구결과, 정신지체학생의 신체적 자아개념 중 전반적 자아개념과 신체적 자기개념에 대한 인식이 상대적으로 높은 것으로 나타났고, 신체조건은 상대적으로 낮은 것으로 나타났다. 정신지체학생의 신체적 자아개념에 대한 변인별 차이를 알아본 결과, 성과 학교형태 변인의 경우 통계적으로 유의한 차이가 있는 것으로 나타났고, 학교과정, 장애등급 및 지원의 강도 변인의 경우 유의한 차이가 나타나지 않았다. 남학생이 여학생보다 신체적 자아개념에 대해 더 긍정적으로 인식하고 있는 것으로 나타났고, 특수학교에 재학하고 있는 정신지체학생이 일반학교에 재학하고 있는 정신지체학생에 비해 신체적 자아개념을 더 긍정적으로 인식하고 있는 것으로 나타났다. 이 연구는 정신지체학생의 전반적인 신체적 자아개념의 발달 특성을 제시하고, 이러한 특성을 바탕으로 정신지체학생의 학업, 생활지도 및 진로지도 과정에서 신체적 자아개념을 향상시키기 위한 교육 프로그램을 개발하기 위한 근거를 제시하였다는데 의의가 있다.

The study is to analysis the overall characteristics of the physical self-concept for students with mental retardation. In order to achieve the purpose of the study, it is analyzed the difference of physical self-concept of students with mental retardation by gender, school type, school courses, the degree of disability and the strength of support. This study was conducted targeting 208 students with mental retardation enrolled at junior high school or high school in special schools or special classes in regular schools. Simple physical self-concept tests of Maiano et al.(2009) translated by Kim et al.(2013) were used. Using these tools, the preliminary test, the primary test and secondary test was performed. The results of this study are as follows. First, it was found that students with mental retardation recognized the most positive general self-concept of physical self-concept factors, but the negative physical conditions. Second, the results of examining the difference by gender, global self-concept and physical condition of all the factors to be higher in boys than girls showed statistically. Third, the results of examining the difference by school type, all the factors of physical self-concept was to be higher students in special school than special classs. Exercise capacity and physical attractiveness of all the factors showed significant difference, but the other sub-factors did not show any significant differences. Fourth, the results of examining the difference by school course, global self-concept and exercise capacity of physical self-concept was to be higher students in high school than middle school. Physical self-worth, physical condition and physical attractiveness did not show any difference by school course. Fifth, the results of examining the difference by disability level, all the factors of physical self-concept was to be higher students in 2nd grade disability level than 1st grade and 3rd grade. Global self-concept, physical condition and physical attractiveness showed significant difference by disability level. Sixth, the results of examining the difference by support strength, global self-concept, physical self-worth and physical attractiveness showed significant difference. The results of this study is expected to be used in the field of development education program, such a academic program, daily life program and career education program, for the student with mental retardation.