성인용 학습몰입 척도 개발 및 타당화

국문 초록 (Abstract)

본 연구의 목적은 Csikszentmihalyi(1975, 1990)의 몰입개념에 기초하여 성인들이 학습할 때 경험하는 학습몰입의 구인을 탐색하고 이를 측정할 수 있는 척도를 개발하고 타당성을 검증하는 것이다. 이를 위해 대학생 및 대학원생들을 대상으로 예비검사와 본검사를 실시하고, 문항과 척도의 양호도 분석을 통해 9개 요인을 측정하기 위한 29문항을 최종적으로 선정하여 학습몰입 척도를 구성하고 타당도와 신뢰도 분석을 실시하였다. 학습몰입과 성취목표지향성 및 학업성취와의 상관분석 결과와 이 변인들 간의 관계구조 모형을 검증한 결과, 학습몰입은 학업성취에 대한 유의한 예측변인이며, 숙달목표지향성이 학업성취를 예측하는 것을 매개하는 것으로 나타났다. 이와 같은 연구결과를 본 연구에서 개발한 학습몰입 척도의 구인타당도, 준거-관련 타당도와 관련시켜 논의하였다.

다국어 초록 (Multilingual Abstract)

The purpose of the present study was to develop a learning flow scale for adult learners, and to find evidence for the construct and criterion-related validity of the scale. Based on the extensive literature reviews on Csikszentmihalyi`s(1975, 1990) flow state model and related studies, 62 items that represent nine sub-scales were constructed. Based on the analysis of the preliminary data from 265 undergraduate and graduate students, 55 items were selected. These items along with 16 achievement goal orientation items and four self-reported academic achievement items were assembled into a questionnaire. Data was collected from 476 undergraduate and graduate school students in Seoul and two other cities. Based on the theory and the results of the item analysis and exploratory factor analysis, 29 items representing nine factors were retained to construct the final learning flow state scale for adult learners. Cronbach`s alphas ranged from .65 to .90 showing high internal consistencies of the sub-scales. A confirmatory factor analysis result provided evidence for the construct validity of the scale. Inspections of the correlations among learning flow, goal orientation, and achievement as well as a test of nomological network through structural equation model analysis using these variables provided additional evidence of the construct validity of the learning flow scale. Furthermore, the structural equation model analysis revealed that the learning flow functioned as a significant predictor and as a mediator of the achievement goal orientation, which can be interpreted as evidence of criterion-related validity of the scale. Discussions followed to suggest application of the scale in reference to the adult learning situations.

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