중등 예비교사의 성격 유형 검사와 독서 성향 검사 결과 비교 : MBTI 검사 결과는 맥락에 따라 어떻게 달라지는가?
Comparing the results of personality type tests and reading disposition tests in secondary preservice teachers : How do MBTI test results vary depending on context?
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초록
이 연구는 성격 유형 검사와 독서 성향 검사에 참여한 예비 중등교사의 사례를 비교, 분석함으로써 피검사자가놓인 맥락에 따른 심리 측정의 차이를 살펴보려는 목적으로 수행되었다. 사범대학에 재학 중인 대학생 141명을 대상으로MBTI Form M과 독서 MBTI 검사를 적용하고, 후속 면담을 실시하였다. 성격 유형 검사 결과 기존 보고된 한국인대표 표본에서의 유사 연령대보다 I, T, J의 비중이 다소 높게 나타났으며, 독서 성향 검사를 적용하였을 때 I에서E로, N에서 S로, T에서 F로, J에서 P로 다르게 나타난 경우가 두드러졌다. 한국인 대표 표본과의 비교를 통해 참여자의집단적 특성을, 두 검사 결과 간 비교를 통해 맥락의 영향을, 진단 과정에 대한 고려를 통해 심리 측정 담론에의시사점을 논의하였다. 또한 다양한 해석 가능성에 대한 검토를 통해 독서 활동의 본질을 더 고민하였다.
Abstract
This study aimed to examine the differences in psychological measurement according to the context in which participants were placed by comparing and analyzing cases of secondary preservice teachers who participated in personality type and reading disposition tests. MBTI Form M and reading MBTI tests were administered to 141 college students enrolled in the College of Education, and follow-up interviews were conducted. The results of the personality type tests showed a slightly higher proportion of I, T, and J than previously reported for similar age groups in a representative Korean sample, whereas the reading disposition tests showed a significant shift from I to E, N to S, T to F, and J to P. We discuss participants’ collective characteristics through a comparison with a representative Korean sample, the impact of context by comparing the two test results, and the implications for psychometric discourse by considering the diagnostic process. We further considered the nature of the reading activity by examining the possibility of alternative interpretations.
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