한국형 다중지능검사(K-MIS)의 타당화 연구 = The Validation study of the Korean Multiple Intelligence Scale(K-MIS)

다국어 초록 (Multilingual Abstract)

There were two purposes of this study. The first was to examine the concurrent validity of the Korean Multiple Intelligence Scale(K-MIS) by correlating it with the Korean Wechsler Intelligence Scale for Children, third edition(K-WISC-Ⅲ). The second was to examine the criterion-related validity by comparing K-MIS and K-WISC-Ⅲ to academic achievement. The participants were 73 elementary school in the sixth grade.
The correlation coefficient between K-MIS and K-WISC-Ⅲ was as high as .81. The correlation coefficient of .77 between the total IQ of the K-MIS and verbal scores from the K-WISC-Ⅲ and the correlation coefficient of .64 between the total IQ of the K-MIS and Performance scores from the K-WISC-Ⅲ indicated that K-MIS had a particularly higher relationship with Verbal scale of the K-WISC-Ⅲ. All subscores of Verbal scale from the K-WISC-III had a high correlation with the total IQs of the K-MIS(.36~.69). Though Performance scale in total had a lower correlation than Verbal scale, its subtests, Picture Arrangement and Block Assembly had high correlations(.53, .57). The total IQ of the K-MIS had high correlations with Verbal Comprehension, Perceptual Orgainzation, and Attention except Process Speed among Indicator Scores from the K-WISC-III(.61~.70). Among subfields of the K-MIS, Sentence Completion, Word Reasoning, and Schematization Ability correlated very high with Vocabulary score from thez K-WISC-III(.55~.60), while Arithmetic Problems from the K-MIS correlated high with Arithmetic, Vocabulary from K-WISC-III(.40~.46). Reasoning ability had rather high correlations with Common Sense, Vocabulary, and Digit Span(.41~.48).
As the result of the criterion-related validity analysis, the correlation coefficient between the K-MIS and the total score of academic achievement was .59, while the correlation coefficient between the K-WISC-III and the total scores of academic achievement was .56. These results show that both scales had good criterion related validities. As the result of stepwise regression analysis to clarify the predictability of six subfields from the K-MIS and subtests from the K-WISC-III, Sentence Completion, Schematization Ability, and Arithmetic Problems from the K-MIS and Vocabulary, Coding from the K-WISC-III predicted the total score of academic achievement the best among other parts.
In summary, the concurrent validity and the criterion related validity of the K-MIS were high enough. These results suggested that the K-MIS can predict the assessment of intelligence and academic achievement of elementary students and be used as a useful tool for educational guidance from teachers and parents in school settings.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구 목적 1
• 2. 지능 이론 3
• 1) 요인분석적 이론 4
• 2) Gardner의 다중지능 이론 5
• 3) Sternberg의 지능이론 10
• 3. 지능의 측정 12
• 1) 개인용 지능검사 13
• (1) 비네 지능검사 13
• (2) 웩슬러 지능검사 13
• (3) Kaufman 아동용 지능검사 16
• 2) 집단용 지능검사 17
• (1) Raven 지능발달검사 17
• (2) KIT 지능검사 19
• (3) 최신지능 진단검사 20
• (4) 한국형 다중지능검사(Korean-Multiple Intelligence Scale) 21
• 4. 지능과 학업성취 25
• 5. 연구 과제 27
• Ⅱ. 방 법 30
• 1. 연구 대상 30
• 2. 측정 도구 30
• 1) 한국형 다중지능검사(K-MIS) 30
• 2) 한국판 아동용 웩슬러 지능검사(K-WISC-Ⅲ) 30
• 3) 학업성취도 31
• 3. 연구절차 32
• 1) 자료수집 32
• 2) 자료분석 32
• Ⅲ. 연구 결과 33
• 1. 연구대상자의 인구통계적 특성 33
• 2. K-MIS와 K-WISC-Ⅲ간의 관계 34
• 3. 지능검사 점수와 학업성적간의 관계 36
• Ⅳ. 논 의 41
• 참 고 문 헌 45
• ABSTRACT 48
• 부록 Ⅰ. 연령에 따른 지능검사 하위영역별 차이 50
• 부록 Ⅱ. 성별에 따른 지능검사 하위영역별 차이 51