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대화 분석을 통한 사회정서역량 평정 척도 개발

Development of Social-Emotional Competency Rating Scale through Conversation Analysis

이상수
과학교육연구소 (Science Education Research Institute)|2023.06|교사교육연구 (Teacher Education Research)|제62권 제2호|pp. 139-156|DOI 10.15812/ter.62.2.202306.139

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rating scale대화분석conversation analysis사회정서역량평정척도사회정서역량 평정척도사회정서역량 측정Social-emotional competencysocial-emotional competency rating scalesocial-emotional competency measurement

초록

사회정서역량은 학습자의 정신적 건강뿐만 아니라 사회적 관계관리 그리고 학업성취도 등에 긍정적인 영향을 미치는 중요한 역량이다. 이런 관점에서 사회정서역량에 대한 많은 연구가 진행되고 있으며 특히 사회정서역량을 측정하기 위한 전략 개발 연구도 많다. 사회정서역량을 측정하는 대부분의 도구는 자기보고식 설문지 형태로 이루어져 있어 사회정서역량의 특성상 정서에 대한 정확한 인식과 사회적 관계에서의 당위적 기술 문제로 자기보고식 설문 결과가 정확하지 않을 수 있다는 문제를 가지고 있다. 따라서 이 연구는 실제적 맥락에서 이루어지는 대화 분석을 통해 사회정서역량을 측정하는 평정 척도(SECRS_CA)를 개발하고 이를 타당화 하였다. 이 연구는 사회정서역량 구성요소, 사회정서역량 측정전략, 대화분석 전략 등에 대한 문헌 연구를 통해 CASEL의 사회정서역량 정의에 기초하여 자기인식, 자기관리, 타인인식, 관계관리, 책임있는 의사결정의 5개 하위요인을 추출하고 각 하위요인 별 3가지씩 총 15개의 척도를 개발하였다. 그리고 각 척도는 3가지 수준으로 나누어 평정 척도를 개발하였다. 새롭게 개발된 SECRS_CA는 기존에 타당화 과정을 거친 자기보고식 설문 결과와 비교를 통해 2회에 걸쳐 공인타당도 검증을 실시하였으며 결과는 모두 통계적으로 유의미한 상관을 보여 타당성이 확보된 것으로 나타났다. 두 번째 구인타당도 검증을 위해 15차시 사회정서역량 프로그램의 효과성을 기존의 타당화된 설문지와 새롭게 개발된 SECRS_CA를 이용하여 측정하였고 그 결과 두 가지 측정 도구가 동일한 결과를 보여주어 타당도가 확보 된 것으로 판단할 수 있다. SECRS_CA는 교육 현장에서 예비교사들이나 학습자들의 사회정서역량 증진 과정에서 보다 정확한 측정 방법이나 기존의 설문을 통한 자기보고식 측정 방법의 보완적 형태로 사용할 수 있을 것이다.

Abstract

Social-emotional competency is an important learning skill which positively affects learners' mental health as well as their social relationship management and academic achievement. From this point of view, many studies on social-emotional competency are being conducted, and in particular, there are many studies on strategies to measure social-emotional competency. Most tools used to measure social emotional competency usually take the form of self-report questionnaires. However, self-report survey results are often problematic because it is difficult for respondents to accurately recognize their own emotions accurately when giving appropriate answers to social relationships. Therefore, this study developed and validated a rating scale (SECRS_CA) that measures social emotional competency through conversation analysis in a real context. In order to develop the social-emotional competency scale, based on CASEL's definition of social-emotional competency, related literature research was conducted, and as a result, five sub-factors of self-awareness, self-management, awareness of others, relationship management, and responsible decision-making were extracted. A total of 15 scales, 3 for each sub-factor, were developed and each scale was developed at three levels. The newly developed SECRS_CA was verified twice for public validity through comparison with the results of self-report questionnaires that had previously been validated, and all results showed statistically significant correlations, indicating that validity was secured. To verify construct validity, the effectiveness of the social-emotional competency program at the 15th session was measured using the existing validated questionnaire and the newly developed SECRS_CA. As a result, the two measurement tools showed the same result, so it can be judged that validity is secured. SECRS_CA can be used as a method for more accurate measurement of social-emotional competency in the educational field or as a method for overcoming each other's problems by using it together with the existing self-report measurement method.

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