한국어판 성취정서 질문지(K-AEQ) 개발 및 타당화

국문 초록 (Abstract)

학업상황에서 학생들이 경험하는 정서는 학습 및 성취와 관련하여 중요한 요인임에도 정서를 측정하는 도구가 부족한 실정이다. 본 연구에서는 최근 외국에서 많은 연구가 진행되고 있는 영어판 성취정서 질문지(Achievement Emotions Questionnaire)를 한국어로 번안하여 한국어판 성취정서 질문지(K-AEQ)를 개발하고 그 타당성을 검증하고자 하였다. 성취정서 질문지는 Pekrun(2006)의 성취정서의 통제-가치 이론과 실제 학습상황에서 수집한 탐색적 자료를 근거로 개발되었다. K-AEQ는 영어판 AEQ와 마찬가지로 수업상황, 학습상황, 시험상황에서 각각 대학생들이 경험하는 9가지 성취정서인 즐거움, 희망, 자부심, 안도감, 화, 불안, 수치심, 절망감, 지루함으로 구성되어 있다. 본 논문에서는 통제-가치이론을 중심으로 성취정서의 이론적 배경을 소개한 후 영어판 AEQ의 개발과정과 K-AEQ의 개발절차를 논의하였다. K-AEQ의 타당성 검증 결과, 한국어판 성취정서 질문지는 영어판 AEQ와 같이 우수한 신뢰도를 가지며 개별 성취정서 척도의 내적 요인 구조가 정의적, 인지적, 동기적, 생리적 요인의 4요인 구조로 이루어져 있음이 타당함을 보였다. 확인적 요인분석 결과 K-AEQ는 세 가지 학업상황과 각 상황에서의 정서 간 관계를 고려하였을 때 가장 적절함을 확인하였다. 나아가 주관적 통제-가치 평가와 성취목표동기, 학습전략, 학업성취와 일관된 상관을 보임으로써 K-AEQ의 외적 타당성을 검증하였다. 시사점과 추후 연구 제안 역시 논의되었다.

다국어 초록 (Multilingual Abstract)

Measurement instruments assessing students` emotions in achievement situations have lacked, except for test anxiety scales. Based on Pekrun`s(2006) control-value theory of achievement emotions and prior exploratory investigation, the Achievement Emotions Questionnaire (AEQ) has been developed to assess various achievement emotions experienced by students in academic settings. The instrument contains 24 scales measuring 9 achievement emotions(enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom) during class, while studying, and when taking tests and exams. This article reports on the process of the translation of AEQ items into Korean ones, and reliability, internal validity, and external validity of the Korean Achievement Emotions Questionnaire (K-AEQ), compared with those of the AEQ. The instrument was tested in a study sampling from university students (N = 508). The results showed that the scales of the K-AEQ are reliable, internally valid as demonstrated by confirmatory factor analysis, and externally valid in terms of relationships with students` control-value appraisals, achievement motivation, and academic performance. The results also provide further support for the control-value theory. The implication for utilizing the K-AEQ includes that the researches on achievement emotions could be done across countries, as well as within Korea. Directions for future research are also discussed.

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