아동-청소년용 한국형 남녀평등의식검사(KGES-AC) 타당화 = Validation of the Korean Gender Egalitarianism Scale for Adolescents and Children

국문 초록 (Abstract)

본 연구는 청소년의 남녀평등의식을 측정하는 기존의 청소년용 한국형 남녀평등의식검사(Korean Gender Egalitarianism Scale for Adolescents: KGES-A)를 초등학생까지 포함하여 확대 실시할 수 있는 아동-청소년용 한국형 남녀평등의식검사(Korean Gender Egalitarianism Scale for Adolescents and Child: KGES-AC)로 타당화한 것이다. 서울시와 경기도에 재학 중인 초ㆍ중ㆍ고등학생 964명이 연구에 참여하였다. 아동-청소년용 한국형 남녀평등의식검사(KGES-AC)는 가정생활, 학교생활, 직업생활, 사회문화생할 영역에서 나타나는 남녀평등의식을 측정하는 총 20개 문항으로 구성된 척도이다. 문항들의 내적 합치도 및 내용타당도, 구인타당도, 변별타당도를 구조방정식 모형과 상관분석으로 검증한 결과 초, 중, 고등학생들에게 공통으로 사용할 수 있는 신뢰롭고, 타당한 도구임이 확인되었다. 또한 학교급간에 따라 KGES-AC의 생활 차원(하위척도)별 잠재평균분석을 한 결과, 청소년의 남녀평등의식은 학교급에 따라 유의미한 차이가 있는 것으로 밝혀졌다. 가정생활 차원에서는 남녀평등의식이 고등학생이 초등학생보다 유의미하게 높았고 학교생활 차원에서는 고등학생이 초등학생과 중학생 둘 보다 더 높게 나타났다. 직업생활 차원에서는 고등학생이 중학생보다 유의미하게 높은 차이가 나타났고 사회문화생활 차원에서는 학교급간에 유의미한 차이가 없었다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to verify reliability and validity of the KGES(Korean Gender Egalitarianism Scale) with the Korean adolescents and children. the KGES-AC was revised from the KGES-A(Korean Gender Egalitarianism Scale for Adolescents) to extent its use to the elementary students. The research participants were 964 elementary, middle, and high school students in Seoul and Kyung-Ki. The internal consistency of KGES-AC was proved to be acceptable. The validity of the KGES-AC was verified by item analysis, confirmatory factor analysis, discriminant validity. Confirmatory factor analysis showed that KGES-AC consisted of four-factor structure. The four-factor structure of the KGES-AC fit quite well with the elementary, the middle, and the high school students sample. Given the adequate configural, both metric and scalar invariance was tested and supported, which allowed the examination of school differences at the latent mean level. The latent mean analysis indicated that the gender egalitarianism was significantly different among elementary, middle, and high school students at the three factors(home, school, work subscales) of the four factors. There was no significant difference on the society and culture subscales among elementary, middle, and high school students.

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