중학생용 학교태도 척도 개발

Abstract

The purpose of this study was to develop the School-Related Attitudes Scale(SRAS) for middle school students. The ‘school-related attitudes’ is defined as cognitive, emotional and behavioral response tendencies of students to school. This study was taken three steps. First, 70 preliminary items were developed based on theoretical literatures, open-ended questions and interviews. Second, to verify the content validity 11 items were eliminated based on the judgements of three counseling psychologists. Third, the scale consisting of 59 items was administered to a sample of 740 middle students in 1st, 2nd and 3rd grade, and 15 items were eliminated based on item factor correlation. Scale Items were reduced to 35 items. Factor analysis showed the evidence of construct validity of the scale. Five factors were extracted from the factor analysis: factor 1(9 items) implying ‘school environment-related attitudes', factor 2(7 items) implying ‘school teacher-related attitudes’, factor 3(7 items) implying ‘school friend-related attitudes’, factor 4(6 items) implying ‘school general-related attitudes’, and factor 5(6 items) implying ‘school learning-related attitudes’. To examine the stability of the factor structure of a 35 item measurement model, a confirmatory factor analysis was conducted in AMOS 7.0. The results showed that modified the 35 item measurement model has an acceptable fit to the data. The fit indices for the 35 item 5-factor model were as follows: χ2(550, n=740) = 1495.487, p<.001; normed χ2 = 2.719; TLI = 0.900; CFI = 0.907, RMSEA = .048(at 90% confidence interval, .045-.051), RMR = 0.054; GFI= .893, AGFI= .878, NFI는=.861. All loadings of the 35 measured variables on the latent variables were statistically significant (p<.001). The SRAS total score demonstrated excellent internal consistency reliability(Cronbach's α = .902) and the internal consistency reliability of the subfactors was acceptable(Cronbach's α = .762 - .895). The test-retest reliability of the scale was .912. To verify the convergent validity and discriminant validity of the developed scale, the School-Related Coping Scale and Life-Stress Scale were administered. The results of the study indicated that the SRAS scores positively and significantly correlated with the School-Related Coping Scale and negatively and significantly correlated with the Life-Stress Scale. Thus, the SRAS demonstrated satisfactory convergent validity and discriminant validity. In addition, the limitations of the study and the practical use of the SRAS were discussed.