한국판 학업참여 척도(UWES-S)의 타당화 = Validating the Korean Version of the Utretch Work Engagement Scale-Student (UWES-S)

국문 초록 (Abstract)

본 연구의 목적은 ‘학업참여(academic engagement)’를 측정하는 UWES-S(Utretch Work Engagement Scale-Student)(Schaufeli et al., 2002a; 2002b) 척도의 국내 타당화 작업을 수행하는 것이다. 학업참여는 보통 학업에 대한 행동적, 인지적, 정서적 참여로 구분되며, 적극적 참여는 학업성취도를 높일뿐 아니라 그 자체로도 중요한 학업 성과라는 측면에서 주목받고 있는 구인이다. 이 척도의 타당화를 위하여 먼저 총 17개 문항으로 구성된 영문판 UWES-S를 역번역 및 전문가 패널 활용 등의 통합적 절차를 통하여 한글판 번안 작업을 실시하였다. 총 330명의 고등학생으로 구성된 예비검사 자료를 활용하여서 탐색적 요인분석 및 문항/검사 분석을 실시하였고, 이 결과 총 2개의 문항이 제외되었다. 총 15개 문항으로 구성된 한글판 UWES-S 척도는 517명의 본검사 자료와 함께 구인 타당도의 증거가 수집되었다. 우선 3개의 요인(열정, 헌신, 몰두)으로 구성된 다차원적인 학업참여의 이론적 구조를 확인적 분석 모형으로, 관련변인 즉 학업적 자기효능감과 학업만족 간의 관련성이 구조 모형으로 검증되었다. 또한 학업 참여 구인의 하위 집단 간 동등성 수준을 평가하기 위하여 위계적인 측정 동등성(measurement equivalence) 가설을 설정하고 다집단 확인적 분석 모형을 실시하였다. 연구 결과, 3요인으로 구성된 학업참여의 이론적 모형은 지지되었고, 학업참여는 학업적 자기효능감과 만족감을 완전 매개하는 것으로 나타났다. 또한 성별에 대한 측정 동등성은 만족되었고, 두 집단 간 잠재 평균 차이는 통계적으로 유의하지 않았다. 따라서 학업참여의 이론적 구조가 성별 집단 모두에게 동일하게 적용될 수 있음을 확인하였다. 마지막으로 교육 장면에서의 학업참여 구인의 유용성과 외국 척도의 번안 및 타당화 절차에 대한 방법론적인 논의를 포함하였다.

다국어 초록 (Multilingual Abstract)

The construct of academic engagement has attracted growing interest as a way to improve academic achievement and to reduce dropout rates. The purpose of current study is to validate the Korean version of the Utretch Work Engagement Scale-Student(UWES-S)(Schaufeli et al., 2002) using large-scale data on 847 students in high school (330 for Field Trial, 517 for Main Study). For adapting the UWES-S, we used an integrated procedure in a combination of back-translation and the committee approach. The adapted version of the UWES-S was tested by the exploratory factor analyses and item/test analyses with field trial data. Based on their results, we finalized a Korean version of the UWES-S with 15 items, where the two items were excluded due to the item properties and contextual issue. To collect the evidence of construct validity, we firstly tested the fit of a multidimensional factor model of academic engagement with Vigor, Dedication, and Absorption dimensions and it was supported with the data from the main study. Also the relationships among the academic engagement, self-efficacy, and satisfaction were examined by the structural equation modeling technique. They showed that academic engagement completely mediated the link between academic self-efficacy and academic satisfaction as predicted by previous literature. In order to make valid model comparisons by group, we evaluated the extent to which the measurement equivalence of this model was invariant by gender. Finally, we examined differences in latent factor means by these same groups. In this sample, boys and girls did not substantially differ, in terms of the underlying constructs of engagement and the composition of these constructs. Finally, the importance of academic engagement in educational contexts and the methodological issue for validating tests were discussed.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 학업 참여
• Ⅲ. 연구방법
• Ⅳ. 연구결과
• Ⅴ. 요약 및 논의
• 참고문헌
• 저자소개
• 〈ABSTRACT〉

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