유아 학습관련 기술 평정척도 개발에 관한 연구
The development of a learning-related skills rating scale for young children
0
조회
0
다운로드
6
인용
0
참고문헌
키워드
초록
본 연구는 유아의 발달에 적합하며, 추후 잠재적인 학업성공과 관련된 유아 학습관련 기술 평정척도를 개발하는 데 목적이 있다. 본 연구의 대상은 만 5세 유아 410명이었으며, 먼저 관련문헌과 국내외에서 개발된 학습관련 기술 분석을 근거로 인지적, 행동적, 동기적 측면을 학습관련 기술의 이론적 구인으로 가정한 후, 이를 토대로 문항을 구성하고 예비연구를 통하여 3개 요인의 43문항으로 시안을 구성하였다. 수집된 자료는 탐색적 요인분석, 확인적 요인분석, 상관계수 그리고 Cronbach' α 계수를 구하여 본 연구에서 개발한 학습관련 기술 평정척도의 타당도와 신뢰도를 검증하였다. 연구 결과 첫째, 학습관련 기술의 타당도는 전문가를 대상으로 검토한 결과 평정척도는 내용적으로 유아의 학습과 관련된 기술을 측정하고 있음이 확인되었다. 탐색적 요인분석 결과 학습관련 기술은 행동적 학습관련 기술, 인지적 학습관련기술, 동기적 학습관련 기술의 3개 요인으로 추출되었으며, 이 요인들은 전체 설명변량의 72.57%를 설명하는 것으로 나타났으며, 이 모형의 전반적인 적합도에 관한 확인적 요인분석 결과 비교적 양호한 것으로 나타났다. 또한 본 연구에서 개발된 평정척도의 공인타당도를 살펴보기 위해 학습행동과의 상관을 산출한 결과 통계적으로 유의한 상관이 있는 것으로 나타났다. 둘째, 학습관련 기술 신뢰도는 문항 내적합치도 계수도 .87로 산출되어 양호한 것으로 밝혀졌다. 이상과 같은 타당도 및 신뢰도를 산출한 결과, 본 연구에서 개발한 학습관련 기술 평정척도는 신뢰할 수 있는 타당한 측정도구임이 확인되었다.
Abstract
This study examines the reliability and validity of a learning-related skills rating scale for young children in terms of its appropriateness as related to academic achievement in elementary school. The subjects of this study were 410 five year-old-children. Based on a review of literature and of the many major scales that have been used to identify construct, I hypothesized behavioral, cognitive and affective learning-related skills as components of learning related skills. A preliminary questionnaire consisting of 43 items was then developed, administered and analyzed by Exploratory Factor Analysis(EFA), Confirmatory Factor Analysis(CFA), Pearson's γ and Cronbach's α. Analyses revealed first that the learning-related skills content validity was high. Exploratory factor analysis and confirmatory factor analysis results confirmed three factors: 'learning-related behavioral skills', 'learning-related cognitive skills' and 'learning-related affective skills'. Concurrent validity was demonstrated by positive correlations between these tools of learning-related skills and a learning behavior scale(r=.41, p<.01). Second, the test represented high reliability: Cronbach’s αranged from .82 to .89 for three sub-factors and .86 for total factors. Thus, analyses demonstrate that the developed learning-related skills scale for young children is a reliable and valid measure.
참고문헌 (48)
- 곽아정, "유아의 학습과 관련된 사회적 기술 척도의 타당화 및 학습능력과의 관계", 유아교육연구, 27(3), pp.61~92 (2007)
- "국민일보 (2006). 초등학교 입학할까? 부적응 우려 중도탈락 속출해", http:, media.paran.com, pp.snews, newsview.php=282988&year[DOI]
- 김계수, "AMOS 7.0 구조방정식모형 분석" (2008), 한나래
- 신민희, "자기조절 학습 이론: 인지적 학습 행동으로서의 의미, 구성요소, 설계 원리", 교육공학 연구, 14(1), pp.143~162 (1998)
- 안선희, "유아의 학습관련 사회적 기술과 문식성 발달과의 관계", 아동학회지, 26(4), pp.173~188 (2005)
- 이혜원, "교사용 유아의 사회적 유능감 평가척도 개발 연구", 유아교육연구, 26(2), pp.69~92 (2006)
- 정계숙, "취학 전 아동의 학습준비도와 성취동기와의 관계", 아동학회지, 10(2), pp.19~31 (1992)
- 정선교, "저소득층 유아의 또래놀이 상호작용과 학습 행동과의 관계", 석사, pp.2006
- Aldrich, S. F., "The effects of behavioral problem analysis versus instructional environmental information on teacher's perceptions", School Psychology Quarterly, 8, pp.110~124 (1993)
- Barnett, D. W., "Keystone targets for changes: Planning for widespread positive consequences", School Psychology Quarterly, 11, pp.95~117 (1996)
- Barnett, G. V., "A recognition of testing for competence rather than for intelligence", American Psychologist, 46, pp.1012~1024 (1991)
- Birch, S. H., "The relationship of learning behavior and children's early school adjustment", Journal of School Psychology, 35, pp.61~79 (1997)
- Bronson, M. B., "Manual for the Bronson social and task skills profile(Teacher version)" (1996), Boston College
- Brown, A. L., "Modifying intelligence or modifying cognitive skills: More than a semantic quibble?, How and how much can intelligence be increased", pp.215~230 (1982), Ablex
- Brownell, C., "Socialization of self-regulation: Continuity and discontinuity over age and context", Paper presented at the Biennial Meeting of the Society for Research in child development (1997)
- Carter, J. D., "The relationship between intelligence and vigiliance in children at risk", Journal of Abnormal Child Psychology, 23, pp.201~220 (1995)
- Ceci, S. J, "How much does schooling influence general intelligence and its cognitive components?: A reassessment of the evidence", Developmental Psychology, 27, pp.703~722 (1991)
- Cooper, D. H., "The Cooper-Farran behavioral rating scales" (1998), Clinical Psychology Publishing Co, Inc
- Crosby, E. G., "Psychometric data for teacher judgement regarding the learning behaviors of primary grade children", Psychology in the schools, 39(3), pp.235~244 (2002)
- Improving student behavior through social skills instruction. (ERIC document ED432387), "Eisenbarth, J.", ~ (1999)
- Fantuzzo, J. W., "Preschool approaches to learning and their relationship to other relevant classroom competencies for low-income children", School Psychology Quarterly, 19, pp.212~230 (2004)
- School engagement, learning behavior and students at risk. Washington, DC: U. S. Department of Education, National center for Educational Statistics. (ERIC ild factors), "Finn, J.", American Psychological Association, ~ (1993)
- Finn, J. D., "Participation and withdrawal among fourth-grade pupils", American Educational Research Journal, 29, pp.141~162 (1992)
- Garmezy, N, "Children in poverty: Resilient children despite risk. Psychiatry, 56, 127-136. In L. S. Gutman, A. J. Sameroff, & R. Cole (Eds.), Academic growth curve trajectories from 1st grade to 12th grade: Effects of multiple social risk factors", Cole(Eds, ~ (1993)
- Gresham, F. M., "Social skills rating system" (1990), American Guidance Service
- The role of children's social skills in achievement at kindergarten early and beyond. (ERIC document ED412004), "Griffin, E. A.", ~ (1997)
- Henderson, H. A., "Inhibited and uninhibited children: Challenges in school settings", School Psychology Review, 27, pp.492~505 (1998)
- Howse, R. B., "Learning behavior and self regulation as predictors of achievement in economically disadvantaged children", The Journal of Experimental Education, 71(2), pp.151~174 (2003)
- Kim, J., "Investigation of parent's beliefs about readiness for kindergarten", Educational Research Quarterly, 29(2), pp.49~62 (2005)
- Lange, G., "Mastery behavior and scholastic competence of at-risk children transition into school", Paper presented at the Auburn University (NSF- sponsored) conference: Creating a climate for children's learning: Families (1999)
- Ladd, G. W., "Children's social scholastic lives in kindergarten: Related spheres of influence?", Child Development, 70(6), pp.1373~1400 (1999)
- Ladd, G. W., "Predicting children's social and school adjustment following the transition from preschool to kindergarten", Child Development, 58, pp.1168~1189 (1987)
- Lewit, E, M., "School readiness", The Future of Children, 5, pp.128~139 (1995)
- Lyon, G. R., "Attention, memory, and executive function" (1996), Brookes
- McClelland, M. M., "The impact of kindergarten learning-related skills on academic trajectories", Early Childhood Research Quarterly, 21, pp.471~490 (2006)
- McClelland, M. M., "The emergence of learning-related social skills in preschool children", Early Childhood Research Quarterly, 18, pp.206~224 (2003)
- McDermott, P. A., "Information stylistic learning behavior, disposition, and academic through IQ subtests-Or, more illusions of meaning?", School Psychology Review, 26, pp.163~175 (1997)
- McDermott, P. A., "Preschool learning behavior scale" (2000), Edumetric and Clinical Science
- McDermott, P. A., "Development and validation of the preschool learning behavior scale", Psychology in the Schools, 39(4), pp.227~241 (2002)
- Meisels, S. J., "Assessing readiness, The transition to kindergarten" (1999), Paul H. Brookes Publishing Co
- Okagaki, L., "Parental beliefs and children's school performance", Child Development, 64, pp.35~56 (1993)
- Rimm-Kaufman, S., "Teacher's judgement of problem in the transition to school", Early Childhood Research Quarterly, 15, pp.147~166 (2000)
- Schaefer, B. A., "Learning behavior and intelligence as explanation for children's scholastic achievement", Journal of School Psychology, 37, pp.299~313 (1999)
- Schuck, L. A., "Predictive validity of the teacher rating of academic achievement motivation(TRAAM) with hispanic students", Journal of Psychoeducational Assessment, 13, pp.143~156 (1995)
- Stipek, D., "Economically disadvantaged preschoolers: Ready to learn but further to go", Developmental Psychology, 33(4), pp.711~723 (1997)
- Tach, L. M., "Learning-related behaviors, cognitive skills, and ability grouping when schooling begins", Social Science Research, 35, pp.1048~1079 (2006)
- Teisl, J. T., "The utility of kindergarten teacher ratings for predicting low academic achievement in first grade", Journal of Learning Disabilities, 34(3), pp.286~293 (2001)
- Wentzel, K. R., "Classroom competence may require more than intellectual ability: Reply to Jussim", Journal of Educational Psychology, 83, pp.156~158 (1991)