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체육교사의 관계성지지 교수행동 척도의 타당성 검증

Validation of Teacher’s Relatedness-Supportive Instructional Behaviors Scale in Physical Education Context

김보람|송용관|천승현
한국체육측정평가학회 (Korean Society For Measurement And Evaluation In Physical Education And Sports Science)|2018.09|한국체육측정평가학회지 (The Korean Journal of Measurement and Evaluation in Physical Education and Sports Science)|제20권 제3호|pp. 77-93|DOI 10.21797/ksme.2018.20.3.007

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참고문헌

키워드

학습동기타당성self-determination theory자기결정이론learning motivation교수행동관계성지지teacher behavior삼분법적 자기효능감relatedness supporttripartite efficacy

초록

이 연구는 체육교사의 관계성지지 교수행동들을 자기결정이론에 기초하여 정의하고, 체육현장에서 교사-학생 간의 관계에서 다차원적으로 발생하는 교사의 관계성지지를 측정할 수 있는 도구의 타당성을 검증하는데 그 의의가 있다. 연구의 목적을 달성하기 위해 전문가 회의를 거쳐 척도의 번안 과정을 수행하였으며, 국내용으로 번안된 관계성지지 교수행동 설문을 서울 소재 고등학생 245명(남=114명, 여=131명)을 대상으로 설문조사를 진행하였다. 수집된 자료는 통계 프로그램을 이용하여 확인적 요인분석, 상관분석과 회귀분석을 통해서 척도의 타당성을 확인하였다. 연구결과, 첫째, 확인적 요인분석 결과 7요인 34문항에 대한 요인적재치가 모두 기준치를 충족하는 것으로 확인되었으며, 요인모형에 대한 모델 적합도도 양호한 것으로 나타났다. 둘째, 상관분석 결과 관계성지지 교수행동을 구성하는 하위요인들은 고등학생들의 학습동기와 자기효능감과 정적 및 부적 상관을 보였으며, 이러한 상관패턴은 이론적 근거에 부합한 것으로 밝혀졌다. 끝으로, 회귀분석 결과에서도 관계성지지 교수행동은 고등학생들의 학습동기와 삼분법적 자기효능감을 상대적으로 잘 예측하는 것으로 검증되었다. 이러한 결과는 향후 체육수업 상황에서 행해지는 교사의 관계성지지 교수행동을 객관적이고 정량적으로 측정하는데 도움을 주며, 나아가 교사의 관계성지지 교수행동이 학생들의 동기와 수행 등 관련 변인에 어떻게 영향을 미치는지를 파악하는데 유용한 정보를 제공할 수 있을 것으로 기대된다.

Abstract

The aim of this study is to validate the Relatedness Supportive Instructional Behavior Scale (RSIBS) initially developed by Sparks et al’s work (2016) based on the Self-Determination Theory (SDT) in the student-teacher relationship in PE context. The RSIBS was consisted of seven factors with thirty seven items—namely, individualized conversation (5items), task-related support (6items), cooperation and teamwork(7items), teacher enthusiasm (3items), awareness (4items), teacher care (4items), and general friendly communication (5items). To test the validation of RSIBS, we recruited the high school students (n=245) who participated in PE classes in Seoul. Confirmatory factor analyses (CFA) to test the fit of measurement models were employed to explore measurement model as well as seven-factor measurement model conceptualized and proposed by SDT. The data provided good fits for seven-factor models. Results also showed that RSIBS predicted learning motivation (i.e., self-determined motivation, control motivation and amotivation) and tripartite efficacy (i.e., self-efficacy, other-efficacy, relation-inferred self-efficacy). In conclusion, the RSIBS was successfully adopted and validated in Korea PE context, and it will be very useful for researchers and practitioners to measure teacher-created relatedness supportive instructional behavior in PE practices. Further, it is expected in the light of its contribution to theories, the PE practices, and the enhancement of teacher training and intervention.

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