대학생 대상 다문화 수용성 척도 타당화

박혜숙 이화여자대학교 교육과학연구소 2013 교육과학연구 Vol.44 No.2

This study was designed to validate the multicultural receptivity scale, which was originally developed by Park and Won (2010) and turned out to be one factor composed of nine items. Based on that result, more comprehensive items that reflect cognitive, emotional, and behavioral aspects of multicultural receptivity were constructed and administered to students attending four-year universities located in different parts of Korea. Validation processes were based on Messick’s (1989) ideas of content-, construct-, generalizability-, criterion-related validity. Analyses were based on exploratory and multi-group confirmatory factor analysis, correlation, and t-test. The result of exploratory factor analysis identified five factors and these results were revalidated using two subsamples. To find out whether the scale can work for both gender groups in the same way, multi-group confirmatory factor analysis was also conducted. Because the scale satisfied configural invariance, metric invariance, and intercept invariance assumptions, different scores on the scale can be compared meaningfully across the two groups. This can serve as more evidence of generalizability of the scale. Criterion-related validity was also tested. The correlations and mean differences in the five scales, however, were not so great. This might be due to the selection and characteristics of criterion variables. In addition, the existence of five factors indicates that students’ level of multicultural receptivity varies depending on the areas. The utilization of the scale was discussed. 본 연구는 다문화 수용성 척도를 타당화하는 데 있다. 기존 연구(박혜숙, 원미순,2010)에서 9개의 문항으로 구성된 1요인의 다문화 수용성 척도를 기반으로 인지(n=14), 정의(n=12), 행동(n=13)을 나타내는 39개의 문항으로 확대 개발하고 전국의 4년제 대학에 재학 중인 학생을 대상으로 설문을 실시하였다. Messick(1989)의 내용관련, 구인관련, 일반화관련, 그리고 준거관련 타당도 개념에 근거하여 살펴보았다. 분석은 탐색적 요인분석, 다집단 확인적 요인분석, 상관관계, 그리고 t-검증을 실시하였다. 탐색적 요인 분석에서 5개 요인을 발견하고 다시 확인적 요인분석에서 확증하였다. 두 개의 하위 그룹으로 나누어 교차타당화를 실시한 결과도 유사하였다. 또한 남녀에게 동일하게 사용될 수 있는지를 다집단 확인적 요인분석을 실시하였다. 실제 구조 불변성, 측정 불변성, 절편 불변성 가정을 각각 만족하였고, 두 그룹점수 비교가 의미 있게 비교하는 것이 가능하다는 것을 발견하였는데, 이것은 일반화가능성의 증거라고 볼 수 있다. 준거관련 타당도는 한 달 평균 독서량, 본인이 지각한 외국어 수준, 외국인 친구유무, 해외방문경험을 사용하였다. 그러나 상관관계의 크기는 크지 않았고, 친구유무, 방문경험에 따른 다문화 수용성 요인과의 평균차이도 크지 않았다. 이는 준거변인의 선정 및 척도의 특징과도 관련이 있으리라 생각된다. 5요인으로 구성된 다문화 수용성 척도는 대학생의 다문화 수용성 수준은 영역(내용)에 따라 다르다는 것도 보여준다. 다문화 수용성 척도 사용 관련한 논의가 있었다.

한국인 고등학생 대상 다문화 수용성 척도 타당화 및 관련변인 탐색

박혜숙,이정규 인하대학교 교육연구소 2018 교육문화연구 Vol.24 No.1

This study was designed to tap the possibility of utilizing an existing multicultural receptivity scale for Korean high students. For this purpose, a multicultural receptivity scale originally developed for Korean college students by Park (2013) was modified and validated. Using thirty-three items that reflect cognitive, emotional, and behavioral aspects of multicultural receptivity (11 items for each aspect), valid survey reponses were obtained from 609 students from seven high schools in a metropolitan city of South Korea. For appraisal of construct-related validity, both exploratory and confirmative factor analyses as well as Rasch measurement model analysis were utilized. This study identified four valid scales including one cognitive, one affective and two behavioral scales. Internal consistency reliability of individual subscale ranges from 0.69~0.78; and each s cale turned out to be unidimensional. In order to assess a criterion-related validity, variables related to global citizenship and volunteering e xperience were investigated. In addition, the level of multicultural receptivity based on gender and self-evaluated academic performance were investigated. Scales highly associated with global citizenship were deemed valid. Additionally, female students’ multicultural receptivity was higher than that of their male counterparts. Methods to en hance multicultural receptivity was discussed. 본 연구에서는 기존의 다문화 수용성 척도가 고등학생을 대상으로도 사용될 수 있는지 확인하고자 타당화 작업을 한 후 개인특성에 따른 다문화 수용성 수준을 살펴보았다. 이 목적을 위해 대학생 대상으로 개발한 박혜숙(2013)의 도구를 수정・보완하였다. 인지, 정의, 행동 측면의 각각 11개의 문항(총33문항)을 이용하여 한국 남부의 광역시 소재 7개 고등학교에 재학 중인 학생으로부터 얻은 609건의 유효한 자료를 이용하여 구인타당도, 준거관련 타당도를 중심으로 타당화 작업을 실시하였다. 탐색적 요인분석, 확인적 요인분석 및 Rasch 측정모형 분석 결과는 다문화 수용성 척도는 인지, 정의, 행동 특성을 포함하는 4개의 요인으로 구성할 수 있음을 보여준다. 하위요인의 신뢰도는 0.69~0.78수준이었으 며, 4개 척도는 Rasch측정모형 분석결과 각각 단일요인(차원)으로 나타났다. 다문화 수용성의 준거관련 타당도 측정을 위해 세계시민의식과 자원봉사경험 변인을 사용하였고, 성별 및 학업성취도에 따른 다문화 수용성 수준도 살펴보았다. 특히 세계시민의식은 다문화 수용성 수준과 높은 상관을 보였으며, 여학생의 다문화 수용성 수준이 남학생보다 더 높게 나타났다. 결론부에는 다문화 수용성 제고를 위한 논의도 추가되었다.

그림책의 은유와 환상성 연구

박혜숙 한국문학이론과비평학회 2011 한국문학이론과 비평 Vol.50 No.-

Metaphor and Fantasy in Picture Books This study examined the literary features of picture books, a genre of children’s literature. To this end, the representative works of several famous writers were analyzed. In general, most research into picture books has focused on the aspect of early childhood education. This study found that while picture books whose main readers were children comprised short narratives, they were an attractive medium with rich content which had to be read with thought and feeling. In short, picture books are a medium containing the beauty of space and condensation through the weaving of pictures and narratives. Picture books stimulate the imagination of readers as if it were necessary to read between the lines containing literary value, such as the metaphorical element. Metaphorical expression requires more effort than verbatim expression in understanding content. Some might be concerned if picture books were too difficult for children, the main readers, to understand. However, as Chukovskii pointed out, only children are able to create and accept new metaphors just as they frequently make creative linguistic mistakes. Another feature of picture books is the emphasis on fantasy. The dominant element in children’s literature including picture books is fantasy. While fantasy in picture books is also as strange a world as metaphorical expression, children’s natural inclination to accept strange things is the unique privilege of children, just as in their creative linguistic mistakes. This is the reason why children can be absorbed in strange fantasy. As discussed above, this study considered fantasy and metaphor as the ruling authority in picture books. Such features act as the literary elements in picture books and, at the same time, expand the imagination of children.

[인터뷰] 푸른역사의 산증인 박혜숙 대표를 만나다

박혜숙,김헌주 내일을여는역사재단,역사와 책임 2021 내일을 여는 역사 Vol.80 No.-

청소년이 지각한 역경, 가족건강성, 마음챙김, 심리사회적 적응 간의 구조적 관계

박혜숙,양명숙 한국상담학회 2016 한국상담학회 학술대회 논문집 Vol.2016 No.8

제7차 중학교 수학과 교육과정에서의 유클리드 기하

박혜숙 서원대학교 교육대학원 1999 교육논총 Vol.3 No.-

In school mathematics, we treat many geometry, such as intuitive geometry, Euclidean geometry, analytic geometry, topology, transformation geometry, vector geometry. Among those, Euclidean geometry takes a most basic and important part. But nowadays, learning method of Eculidean geometry is more weakened than last two or three decades, because of its formalism. In the 7th national mathematics curriculum, mathematics is organized and implemented by "Level-Based Differentiated Curriculum", based on ability grouping either between classes or within classes. The purpose of this paper is to investigate the Euclidean geometry in the history and in the 7th national mathematics curriculum and to revaluate the educational value of Euclidean geometry.

조선전기 악부시 연구

박혜숙 서울대학교 규장각한국학연구원 1992 한국문화 Vol.13 No.-

.

G-ANR 공간의 성질에 관하여

박혜숙 한국수학교육학회 1982 수학교육 Vol.21 No.1

위(Wee) 클래스 학업중단숙려프로그램에 참여한 인문계 여고생의 학업지속 경험

박혜숙,이금희,강영심 한국교육치료학회 2017 교육치료연구 Vol.9 No.1

본 연구의 목적은 위 클래스 학업중단숙려프로그램에 참여한 인문계 여고생들의 학업지속 경험의 의미와 본질을 알아보고자 하는 것이다. 이를 위하여 6명의 연구 참여자를 대상으로 총 3회 이상의 인터뷰를 진행하였고 현상학적 연구방법 중 Giorgi의 방법을 사용하여 자료를 분석하였다. 그 결과 최종 9개의 범주와 30개의 하위 구성 요소를 도출하였다. 분석 결과 학업중단 위기 요인으로 ‘강요에 의한 진학’과 ‘부정적 대인관계’, ‘신체화 증상’으로 나타났으며, 학업지속 요인으로는 ‘위 클래스 학업중단숙려프로그램에 참여함’과 ‘위로받고 소통되는 경험을 함’, ‘미래를 계획함’으로 나타났다. 학업을 지속하는 경험으로는 ‘이해하고 기다려주니 존중을 받는 것 같아 행복함’, ‘졸업을 위해 견디고 버팀’과 ‘꿈을 위해 꿈틀댐’이었다. 연구 결과를 토대로 위 클래스 학업중단숙려프로그램에 참여한 인문계 여고생의 학업지속 경험을 “견디고 버티어 꿈을 향해 나아감”으로 그 본질적 의미를 규명하였다. 끝으로 본 연구 결과의 의의와 제한 및 제언에 대해 논의하였다. The purpose of this study was to examine the Continued Schooling Experiences of high school girls in the Wee Class Programs for the Cooling-Off Period. Interviews were conducted three times with six participants who kept on studying at a high school under Giorgi's method. As a result, 30 sub-constituents were derived under nine categories. The risk factors of dropout were: "Being forced to enter a high school," "Negative relationships" and "Somatization symptoms". The encouraging factors of continued schooling were "Participating in the Wee-class program," "Gaining experience of being comforted and communicated" and "Making future plans" The desirable experiences to continued schooling were "Feeling respected and happy with understanding", "Enduring and Holding up for graduation" and "Dreaming the Future". The essential meaning of this study can be "Enduring and Holding up for Dream". The implications and limitation of this study were discussed, and the future research directions were also suggested.

아동, 부모, 교사 변인이 초등학생의 자기관리에 미치는 영향

박혜숙 호남대학교 인문사회과학연구소 2022 인문사회과학연구 Vol.65 No.3

This study investigated whether and how Korean elementary 5th grade children's self-management skills change over three-time points through the 1st year in middle school. This study also investigated how the effects of parental academic support and teachers’ emphasis on the study at 5th grade affect students’ self-management skills/habits in their middle school freshmen year (7th grade) while controlling for the other related variables. Based on a sample of 7,324 participants from the Korean Education Longitudinal Study 2013 (KELS 2013), the researcher identified several significant management-related items, among which were four commonly-worded items. These items satisfied metric and scalar invariance assumptions via confirmatory factor analysis over three-time points. Thus, using the mean of the four items as an outcome variable, self-management, a two-level growth model was constructed. The perceived level of the children's management decreased consistently over three-time points, but there existed individual differences in the growth rate. The final model with all level 1 and level 2 variables showed that the most significant variable that affected elementary school students’ management skills was their relationship with their teachers, which was followed by interaction with parents, gender, and then parental academic support. However, the lasting effect of parents’ academic support in 5th grade on their children’s self-management skills in grade 7 (middle school freshmen year) was almost similar to that of children's perceived relationships with their teachers. The role of parents and teachers to foster students’ self-management skills and its implications are discussed.