과학학습 행동억제체계 및 행동활성화체계에 대한 척도 개발 = Development of the Behavioral Inhibition System and Behavioral Activation System Scales about Science Learning

국문 초록 (Abstract)

이 연구의 목적은 학습자가 과학학습 상황에서 보이는 동기체계로서 과학학습 행동억제체계와 행동활성화체계에 대한 척도 개발과 척도에 대한 표준화된 점수 해석기준을 개발하는 것이다. 척도를 개발하기 위하여 문헌연구, 1, 2차 개방형 질문지 조사, 1, 2차 현장검증과 표준화된 점수 해석기준 개발을 위하여 학년별, 지역별, 성별에 따라 최종 현장검증이 실시되었다. 척도 개발을 위해 초·중등학생 1,131명이 표집 되었으며, 표준화된 점수 해석기준 개발을 위해 2,335명이 표집 되었다. 척도개발 과정에서는 과학교육전문가가 참여한 논문세미나를 정기적으로 실시하며 타당도를 지속적으로 점검하였으며, 최종적으로 외부 과학교육전문가에게 2차례의 타당도를 점검받았다.
연구결과 첫째, 과학학습 행동억제체계(SL-BIS, Behavioral Inhibition System about Science Learning) 및 행동활성화체계(SL-BAS, Behavioral Activation System about Science Learning)는 SL-BIS영역에 ‘학습 불안’, ‘관계불안’의 2개의 요인과 SL-BAS영역에 ‘보상민감성’, ‘도전추구’, ‘흥미추구’의 3개의 요인으로 구성되었다. 개발된 척도 문항은 총 36문항이며, 문항별 내용타당도 CVI(Index of Content Validity, Content Validity Index)는 평균 0.89로 나타났으며, 신뢰도 Cronbach's α는 .940으로 매우 높게 나타냈다. 둘째, 개발된 척도를 사용하여 학년별, 지역별, 성별로 나눠 최종 검증을 실시하여 SL-BIS/BAS의 표준화된 점수 해석 기준을 개발하였다.
끝으로 이렇게 개발된 SL-BIS/BAS가 과학학습에 대해 학습자 개개인이 가지고 있는 기질적인 특성을 측정할 수 있어서 학교현장에서 학생들의 과학학습과 관련된 여러 가지 기초자료로 활용되어 과학학습에 대한 흥미나 학습지도 향상에 도움을 줄 수 있을 것이다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to develop the behavioral inhibition system and behavioral activation system scales about science learning, and the analytical criterion of a standardized grade. To develop the scale, the researcher performed a literature review, two times open-ended questionnaire investigation, two times ground investigation, and to develop the analytical criterion of a standardized grade, the researcher performed finally a ground investigation to the grade, gender, local. To develop the scale, 1131 primary school, middle school and high school students were selected, and to develop the analytical criterion of a standardized grade, 2000 primary school, middle school and high school students were selected. It was hold a periodical seminar with specialists of science education for the content validity, and finally, it was checked the content validity to external specialists of science education in two times. CVI(Index of Content Validity, Content Validity Index) of the scale was appeared averagely 0.89. The data were analyzed by using item analysis, factor analysis, correlation analysis, and reliability analysis. Cronbach' Alpha was got .940, and it was a high value. The developed SL-BIS/BAS comprised two BIS scales and three BAS scales. The SL-BIS part of the scale was divided into two subscales: learning anxiety, relation anxiety. The SL-BAS part of the scale was divided into three subscales: reward responsiveness, challenge seeking, drive, fun seeking. Analyzing a data according to the grade, gender, local by using this scale, as it was compared to tendency of the SL-BIS/BAS scale according to the local, a big city was higher than a small town and incorporated town in SL-BAS. Elementary school students were lower than middle and high school students in SL-BIS, the other side middle school students were higher than elementary school and high school students in SL-BAS. Accoding to the gender, the femal were higher than the male in all parts. In other words, the female reacted more sensitive than the male to the SL-BIS/BAS. A analytical criterion of a standardized grade about SL-BIS/BAS was presented divide into a local, a grade, and a gender with this results.
Finally, results of this study were discussed that SL-BIS/BAS scale was a useful scale to measure a dispositional individuality that a student was possessed individually on the science learning.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 2
• 2. 연구 문제 5
• 3. 용어의 정의 5
• 4. 연구의 제한점 6
• Ⅱ. 이론적 배경 8
• 1. BIS/BAS 8
• 2. 학습 동기 14
• 3. 과학학습과 관련된 선행연구 고찰 18
• Ⅲ. 연구절차 및 방법 27
• 1. 연구절차 27
• 2. 연구방법 28
• Ⅳ. 연구결과 및 논의 37
• 1. [연구문제 1] 과학학습 행동억제체계 및 행동활성화체계에 대한 척도 개발 37
• 2. [연구문제 2] SL-BIS/BAS 척도에 대한 표준화된 점수 해석기준 개발 141
• Ⅴ. 종합 논의 156
• Ⅵ. 결론 및 교육적 활용 160
• 1. 결론 160
• 2. 교육적 활용 162
• 참고문헌 163
• ABSTRACT 171
• 부록 173

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