아동용 이분법적 사고 지표의 개발 및 타당화 (Development and Validation of Dichotomous Thinking Index for Children)

서지정보

· 발행기관 : 한국아동학회
· 수록지 정보 : 아동학회지 / 40권 / 2호 / 1 ~ 12페이지
· 저자명 : 김선엽, 황성훈

초록

Objectives: This study was conducted to develop and validate the Dichotomous Thinking Index for Children (DTI-C).
Methods: Data was collected from a sample of 4th, 5th and 6th grade students at elementary schools located in Gyeonggi-do. The preliminary version of the DTI-C contained 18 items and was administered to 271 children. After a series of analyses, 15 items were retained. The validity of these items was cross verified in another 200 children. Data was analyzed through exploratory and confirmatory factor analysis, and a correlation analysis.
Results: Exploratory factor analysis and the following confirmatory factor analysis revealed a four-factor structure consisting of ‘extreme decision’, ‘success or failure’, ‘social splitting’, and ‘dichotomous thinking in verbalization’. Cronbach’s α ranged from .85 to .87, indicating a proper level of internal consistency. Concurrent validity was established through the significant correlation of the DTI-C with measures of depression, anxiety, and self-esteem.
Conclusion: Considering its reliability and validity, the DTI-C developed and evaluated in this study could serve as a useful tool for assessing dichotomous thinking in elementary school students.

영어초록

Objectives: This study was conducted to develop and validate the Dichotomous Thinking Index for Children (DTI-C).
Methods: Data was collected from a sample of 4th, 5th and 6th grade students at elementary schools located in Gyeonggi-do. The preliminary version of the DTI-C contained 18 items and was administered to 271 children. After a series of analyses, 15 items were retained. The validity of these items was cross verified in another 200 children. Data was analyzed through exploratory and confirmatory factor analysis, and a correlation analysis.
Results: Exploratory factor analysis and the following confirmatory factor analysis revealed a four-factor structure consisting of ‘extreme decision’, ‘success or failure’, ‘social splitting’, and ‘dichotomous thinking in verbalization’. Cronbach’s α ranged from .85 to .87, indicating a proper level of internal consistency. Concurrent validity was established through the significant correlation of the DTI-C with measures of depression, anxiety, and self-esteem.
Conclusion: Considering its reliability and validity, the DTI-C developed and evaluated in this study could serve as a useful tool for assessing dichotomous thinking in elementary school students.

참고자료

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