초등학교 고학년용 학업적 꾸물거림 척도 개발 (Development of an Academic Procrastination Scalefor Upper Grade Elementary School Students)

서지정보

· 발행기관 : 한국상담학회
· 수록지 정보 : 상담학연구 / 9권 / 1호 / 199 ~ 219페이지
· 저자명 : 최윤정, 김성회

초록

본 연구에서는 학업적 꾸물거림의 구성요소를 확인하고 초등학생의 학업적 꾸물거림을 측정할 수 있는 척도를 개발하고자 하였다. 선행연구와 기존도구의 고찰을 통해 학업적 꾸물거림의 구성요소로 인지적, 정서적, 행동적 요인의 3가지 요소를 추출하고 기존의 꾸물거림 척도와 자유반응형 설문지의 결과를 참고하여 초등학생의 학업적 꾸물거림 특성을 드러내는 68개의 문항으로 1차 예비척도를 제작하였다. 이 척도에 대해 상담 심리 전문가 4명으로부터 내용타당도를 검증받아 58문항으로 2차 예비척도를 구성하였다. 초등학생 905명을 대상으로 자료를 수집하여 요인분석한 결과 최종적으로 33문항 3요인 척도를 개발하였다. 요인 1은 행동적 요인(12문항), 요인 2는 인지적 요인(13문항), 요인 3은 정서적 요인(8문항)으로 명명하였다. 초등학생 905명을 대상으로 구한 척도 전체의 Cronbach의 α계수는 .906이고, 3개 요인 각각의 신뢰도는 .777～886이었다. 314명의 초등학생을 대상으로 한 6주 간격의 척도 전체의 검사-재검사신뢰도 계수는 .839로 나타났으며 하위 요인의 검사-재검사신뢰도는 .775～.802로 나타났다. 개발한 척도의 구인 타당도를 알아보기 위한 한 방법으로 390명의 초등학생들을 대상으로 학업적 꾸물거림 척도와 충동성 척도, 자아존중감 척도간의 상관을 내어 수렴타당도와 판별타당도를 알아보았다. 그 결과 학업적 꾸물거림 척도와 충동성 척도와는 정적상관을, 학업적 꾸물거림척도와 자아존중감 척도와는 부적상관을 보임으로써 선행연구의 결과를 지지하였다. 아울러 본 연구의 의의와 제한점 및 추후 연구과제를 논의하였다.

영어초록

The purpose of this study was to develop an Academic Procrastination Scale for upper grade elementary school students in South Korea. Academic procrastination is defined as voluntary delay of implementing legitimate and intended tasks within a given time frame in spite of forseeable negative consequences in academic settings. This study was involved two separate phases. Phase one was to develop a procrastination scale, consisting of three steps. First, 68 preliminary items were developed based on theoretical literature and open-ended questions. Second, to verify the content validity, 4 experts rated those items and eliminated 10 items based on the judgements of counseling psychologists. Third, the scale consisting of 58 items was administered to samples of 905 elementary school students of 4th, 5th, and 6th grades, and 18 items were eliminated based on item-scale correlation and factor extraction. Finally, items of the scale were reduced to 39 items. Phase two was to verify the validity of the Academic Procrastination Scale, consisting of 3 steps. First, to examine the stability of the factor structure of the 39-item measurement model, a confirmatory factor analysis with a maximum likelihood estimation method was conducted in AMOS 7.0, and 3 factors such as cognitive factor, affective factor, and behavioral factor were identified. Multiple indices to assess the fit of the measurement model to the data were examined, and the initial model was modified. As a result, items of the final scale were reduced to 33 items. The result showed that the 33-item modified measurement model had an acceptable fit to the data. The fit indices for the 33-item 3-factor model were as follows: χ2(df=492, N=905) =1409.87, p=.000; Normed χ2 = 2.87; GFI = 0.91; AGFI = 0.90; RMSEA = .05(at 90% confidence intervals, .043-.048); RMR= 0.07; PNFI = 0.79. All of the loadings of the 33 measured variables on the latent variables were statistically significant(p<.001). Second, to examine internal consistency and split-half reliability, data were collected from samples of 905 elementary school students, and to verify 6-week test-retest reliability, data were collected from samples of 314 elementary school students. The result showed high internal consistency(Cronbach's α= .906), split-half reliability(r= .819), and test-retest reliability(r= .839). Third, to examine the discriminant validity and convergent validity, data were collected from samples of 390 elementary school students. The result showed that the academic procrastination scale was positively related to impulsiveness scale(r= .596) and negatively related to self-esteem scale(r= -.476). In conclusion, this instrument demonstrates satisfactory reliability and validity. Therefore, it is an appropriate measurement of an academic procrastination for upper grade elementary school students in South Korea. Implications for future research are discussed.

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