중등학생용 간편형 과학 학습정서 검사지 개발 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study is to develop a concise Science Achievement Emotions Questionnaire(S-AEQ) suitable for the secondary school students using the Achievement Emotions Questionnaire(AEQ) created by Pekrun et al.(2002). The original questionnaire consists of 232 questions related to the Achievement Emotions, and is geared towards university students. There are several complications when trying to adapt this AEQ to Korean secondary school students. First, the cultural differences in the learning experience of Korean students and students from other countries. Second, we thought 232 questions are too many for secondary school students to answer. As a result, the questions were translated to Korean by three research scientists and six Korean science teachers, who were also graduate students. The learning environment in Korea as well as question comprehension of Korean secondary school students were considered. The translated questions were revised and verified for content validity by specialists in gifted education and science education. A test using the S-AEQ was given to 426 middle and high school students; 305 available test questions were used. We used probability factor analysis on the results of the 305 questions and simplified the three situations of class, learning, and test into two categories: class-learning, test. Through exploratory factor analysis, we were able to narrow down the questions to 42 for class-learning situations and 37 for test situation. These results came from the 4-6 categories we distinguished based on commonalities we detected in the test questions. Finally, the reliability of the chosen questions was reanalyzed and 7 more questions were removed. As a result of our study, we developed a concise S-AEQ for secondary school students consisting of 39 questions for class-learning situations and 33 questions for the test situation.

목차 (Table of Contents)

• I. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 내용 3
• II. 이론적 배경 4
• 1. 정서의 개념 4
• 2. 학습정서의 가치-통제 이론 5
• 1) 학습정서 5
• 2) 가치-통제 이론 6
• 3) 다양한 학습정서 10
• 3. 학습정서의 영역 특수성 13
• 4. 학습정서 검사지 14
• 1) 영어판 학습정서 검사지의 체계 14
• 2) 다양한 학습정서 검사지 14
• 3) AEQ의 이론적 체계 15
• 4) AEQ에 측정되는 정서들이 선택된 이유 16
• 5) AEQ의 개발 과정 16
• III. 연구 방법 17
• 1. 연구 절차 17
• 2. 자료 처리 방법 18
• 1) 과학 학습정서 검사지 문항 수정 18
• 2) 전문가 내용타당도 검증 18
• 3) 대규모 집단에 대한 검사 실시 19
• 4) 요인분석 가능성 점검 20
• 5) 탐색적 요인분석을 통한 문항 추출 20
• 6) 신뢰도 분석 21
• IV. 연구 결과 22
• 1. 검사문항별 평균과 표준편차 22
• 2. 요인분석 가능성 점검 33
• 3. 탐색적 요인분석 34
• 4. 신뢰도 분석 35
• 5. 간편형 과학 학습정서 검사지 37
• V. 결론 및 제언 39
• 1. 결론 39
• 2. 제언 40
• 참고문헌 41
• ABSTRACT 44
• 부록 47