아동용 교우관계문제검사의 개발과 타당화 = Development and Validation of Inventory of Peer Relation Problems for Elementary School Children

다국어 초록 (Multilingual Abstract)

This study has been carried out with the aims of developing a comprehensive inventory of peer relation problems, which is based on the Korean Inventory of Interpersonal Problems Circumplex scales (KlIP-C). It also aims to examine reliability and validity of the inventory, and provide a preliminary norms. For the current study, inventory items were culled from the following sources: the Korean Inventory of Interpersonal Problems Circumplex scales (KlIP-C), various current scales dealing with peer relations of children, and a survey of children's peer relation problems. The preliminary items for each scale were administered to 220 fourth through sixth graders. The resulting skewness of distribution, kurtosis, mean and standard deviation, item-total correlation, internal consistency, and meanings of the items were comprehensively considered in selecting the final 64 items. In order to check on reliability, internal consistency, convergence and discrimination reliability of the final items and scales, the data were collected from 1,046 fourth through sixth graders currently attending four elementary schools. The study results can be summarized as follows. Internal consistency of the inventory of peer relation problems showed the range between .70-.94 (median value of .75), split-half reliability between .67-.83 (median value of .75), and test-retest reliability between .69-.88 (median value of .81). Inter-correlation of 8 scale scores and factor analysis results of individual ipsative scores showed that the circumplex property of inventory of peer relation problems is appropriate. Regarding correlations between various existing indices and scales related to peer relation problems, both convergence reliability and discrimination reliability were found to be fair. When the scale scores for the inventory of peer relation problems compared according to the factors of gender and grade, the primary effects of gender and grade were statistically meaningful whereas effects of interaction between gender and grade were not. This study can be considered meaningful in that it constructed an inventory for a comprehensive evaluation of peer relation problems specific for children(from fourth to sixth grade) and provided preliminary norms.

국문 초록 (Abstract)

본 연구는 초등학교 4～6학년 학생들이 또래나 교우 관계에서 경험하는 여러 가지 문제를 종합적으로 평가하기 위한 교우관계문제검사를 개발하고 그 신뢰도와 타당도를 알아보는데 목적이 있다. 이를 위해 한국형 대인관계문제검사 원형척도(KIIP-C)와 기존의 아동의 또래관계를 다룬 여러 검사문항과 본 연구에서 초등학생을 대상으로 또래관계에 생기는 어려움이나 문제를 조사한 결과를 근거로 예비문항을 작성하여, 초등학생(N=220)에게 실시한 후 최종 64문항을 선정하였다. 최종 선정한 문항을 초등학교 4～6학년 학생(N=1,046)에게 실시하여 타당도와 신뢰도를 알아보았다. 그 결과 8개 하위척도의 내적 합치도는 .70～.94의 범위(중앙치는 .75), 반분신뢰도는 .67～.83의 범위(중앙치는 .75), 검사-재검사 신뢰도는 .69～.88의 범위(중앙치는 .81)이었다. 그리고 8척도점수의 상호상관을 구하고 개인 편차점수를 요인분석하여 원형속성을 확인하고 여러 타당도지표와의 상관을 구한 결과 수렴타당도와 변별타당도가 양호한 것으로 나타났다.

참고문헌 (Reference)

1 Horowitz, L. M., "On the congnitive structure of interpersonal problems treated in psychotherapy" 47 : 5-15, 1979