초등학교 고학년용 주의조절 척도 개발
Development of Attention Control Scale for Upper Grade Level Elementary School Students
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본 연구의 목적은 아동의 부정적 정서를 조절하고 정신병리적 증상에 영향을 주는 반응적이고 조절적 특성인 주의조절력을 측정하는 주의조절 척도를 개발하고, 개발한 척도의 타당도와 신뢰도를 검증하는 것이다. 이를 위하여 관련 문헌 검토를 통해 51개의 문항을 개발하여 1차 예비척도로 구성하고 전문가 4인의 평정을 거쳐 41개 문항으로 구성된 2차 예비척도를 제작하였다. 초등학교 4～6학년 493명을 대상으로 2차 예비척도를 실시하여 자료를 요인분석한 결과 최종적으로 2요인 17문항 척도를 개발하였으며, 확인적 요인분석 결과 요인구조는 안정적임이 확인되었다. 요인 1은 주의집중(10문항), 요인 2는 주의이동(7문항)으로 명명하였다. 척도 전체 Cronbach’s α는 .840이었고, 하위 요인 각각의 Cronbach’s α는 .857, .728이었으며, 척도 전체의 반분신뢰도 계수는 .787, 하위 요인의 반분신뢰도 계수는 각각 .774, .605로 나타났다. 개발된 척도의 구인타당도 검증을 위하여 207명의 고학년 초등학생을 대상으로 주의조절 척도와 정서조절 척도, ADHD 자기보고 척도, 불안척도, 인지 충동성 척도간의 상관을 내어 수렴타당도와 판별타당도를 알아보았다. 그 결과 주의조절 척도와 정서조절 척도와는 정적 상관을, ADHD 자기보고 척도, 인지 충동성 척도, 불안척도와는 부적 상관을 보임으로써 선행연구의 결과를 지지하였다. 아울러 본 연구의 의의와 제한점 및 추후 연구과제를 논의하였다.
Abstract
The purpose of this study was to develop an Attention Control Scale in order to measure attention control and verify the validity and reliability of the scale. In this study Attention control was viewed as the ability to regulate negative emotions and a reactive and regulative trait which is related with psychopathological symptoms. The scale was developed according to the following procedures. First, 51 preliminary items were developed based on the review of the related literature. Second, to verify the content validity, 4 experts rated those items and 10 items were eliminated. Third, the scale consisting of 41 items was administered to a sample of 493 upper grade level elementary school students. Finally, a scale consisting of 17 items and two factors emerged and the result of a confirmatory factor analysis was relatively stable. Factor 1(10 items) was named as attention focus, and factor 2(7 items) as attention shift. The result included an acceptable level of internal consistency(Cronbach's α= .840, factor 1= .857, factor 2= .728), split-half reliability of the whole scale(r= .760), split-half reliability of each factor(r= .774, .605). To examine the discriminant and the convergent validity, data collected from a sample of 207 upper grade level elementary school students were used. The result showed that the Attention Control Scale was positively related to Emotion Control scale(r= .564), and negatively related to ADHD Self-Reported Scale(r= -.399), Anxiety Scale(r= -.154), Cognitive Impulsiveness scale(r= -.659). These results were consistent with previous research. Limitations and implications of the study along with suggestions for future research were discussed.
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