Sternberg의 WICS 모형 기반 초등학생용 비계량적 다차원 척도의 타당화 연구
Validation Study of a Non-metric Multidimensional Scale based on Sternberg’s WICS Model for Elementary School Students
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본 연구는 WICS 모형에 기반하여 지능, 창의성, 그리고 지혜에 대한 초등학생의 인식을 조사하고자, 비계량적 다차원 척도를 수정 및 보완한 후, 타당화하였다. 특히, WICS 기반 비계량적 다차원 척도(Sternberg, 1985, 2003b)는 지능, 창의성, 그리고 지혜에 대한 일반 사람들의 생각, 즉 암묵적 인식에 기초한 척도이므로, 우리나라 초등학생이 자신과 다른 사람의 지능, 창의성, 그리고 지혜를 이해하고 평가하는 보편적인 관점을 조사할 것으로 사료되었다. 본 연구는 WICS 기반 비계량적 다차원 척도의 요인을 도출하기 위해, 탐색적 요인분석을 실시한 결과, 지능에서 실용적 문제해결력(6문항), 지적 균형과 통합(6문항), 그리고 목적지향성과 성취(3문항), 창의성에서 의사결정 기술과 융통성(3문항), 미적 감각과 상상력(3문항), 탈경계성(3문항), 그리고 지혜에서 추론 능력(3문항)과 현명함(3문항)을 포함하는 요인이 도출되었다. 그리고 본 연구는 탐색적 요인분석에서 도출한 요인으로 이뤄진 모형의 적합도를 파악하기 위해 확인적 요인분석을 실시하고, 적합도를 개선한 수정모형을 제안하였다. 또한 본 연구는 수정모형의 타당성을 검증하기 위하여 수렴타당도, 판별타당도, 그리고 이해타당도를 조사하였다. 그 결과, WICS 기반 비계량적 다차원 척도는 우리나라 초등학생의 지능, 창의성, 그리고 지혜에 대한 인식을 설명하는 것으로 나타났다. 마지막으로 본 연구는 초등학생용 WICS 모형 기반 비계량적 다차원 척도의 활용 시사점과 추후 연구에 대해 논의하였다.
Abstract
The study aimed to investigate elementary school students’perceptions of intelligence, creativity, and wisdom based on the WICS model. After modifying and supplementing the non-metric multidimensional scale, the study validated it. Specifically, since the WICS-based on-metric multidimensional scale(Sternberg, 1985, 2003b) is based on the general public’s implicit perceptions of intelligence, creativity, and wisdom, it was considered that this scale could investigate the universal perspectives of Korean elementary school students in understanding and evaluating their own and others’intelligence, creativity, and wisdom. In the study, exploratory factor analysis was conducted to confirm the factors of the WICS-based non-metric multidimensional scale. The results revealed the following factors for intelligence, practical problem-solving(6 items), intellectual balance and integration(6 items), and goal orientation and achievement(3 items); for creativity, decision-making skills and flexibility(3 items), aesthetic sense and imagination(3 items), and nonentrenchmen(3 items); and for wisdom, reasoning ability(3 items) and sagacity(3 items). Furthermore, confirmatory factor analysis was conducted to assess the fit of the factor structure model derived from the exploratory factor analysis, and a modified model with improved fit was proposed. To verify the validity of the modified model, convergent validity, discriminant validity, and nomological validity were examined. The results indicated that the WICS-based non-metric multidimensional scale effectively explains elementary school students’ perceptions of intelligence, creativity, and wisdom. Finally, the study discussed the implications of using the WICS model-based non-metric multidimensional scale for elementary school students and suggested directions for future research.
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