초등학생 성격우선순위 척도개발 = Development of the Scales for assessing elementary students' Personality Priority

다국어 초록 (Multilingual Abstract)

This study was to develop the scales for assessing elementary students’ personality priorities by modifying Oh's “the scales for assessing elementary students’ life-styles(Oh, 2013)” to be utilized easier and more applicatively in elementary school. To achieve this, 24 items were drawn from Oh's “the scales for assessing elementary students’ life-styles” and “Allen’s Assessing the Adlerian Personality Priorities(Allen, 2005)”, what is more, Schoenaker’s theoretical descriptions of Adlerian personality priorities(Schoenaker, 2011). 5 elementary teachers, who were specialized in counseling psychology, discussed and agreed whether each item was in accord with the Adlerian concepts of personality priorities and 30 elementary students were asked whether these items were be appropriate for elementary students to understand through the individual interview. The subjects were 418 5th and 6th grade elementary students. Finally 16 items were selected through the results of exploratory factor analysis and were classified by 4 factors: comfort, pleasing, self-control, and outdoing. The structure of the factors in the scales was deemed appropriate by confirmatory factor analysis(GFI=.915, TLI=.875, CFI=.905, RMSEA=.062). The scales’ validity and reliability were examined through internal consistency and test-retest reliability as well as concurrent validity with Oh(2013)'s “Life-Style Scales” and Kim & kim(2003)’s “K-PPS”. As a result, this study showed that each concurrent validity of the aforementioned scales was acceptable and valid(Oh(2013)'s concurrent validity=.45～.75, K-PPS(2003)'s concurrent validity=.35～.57). Also, studies were found to be reliable(Cronbach α=.70～.71, test-retest reliability=.70～.77). Therefore, this study's scales for assessing elementary students’ personality priorities were valid and reliable.

국문 초록 (Abstract)

본 연구는 오익수(2013)의 생활양식평가 척도를 보완하여 초등학교 현장에서 보다 간편하게 실용적으로 적용할 수 있는 초등학생 성격우선순위척도를 개발하는 것이다. 이를 위해 오익수(2013)의 생활양식평가 척도뿐만 아니라 Allen(2005)의 성격우선순위 검사와 Schoenaker(2011)의 이론적 연구 결과를 바탕으로 하여 24개의 문항을 도출하였다. 이 과정에서 상담심리를 전공한 초등학교 교사 5명이 각 문항들이 성격우선순위 개념과 초등학생 수준에 적합한 지에 대해 합의하였고, 초등학생 30명에게 문항을 이해했는지 개별 면담하였다. 연구대상은 초등학교 5, 6학년 418명이었다. 탐색적 요인분석의 결과, 16개의 문항이 선정되었으며 이들은 편안함, 기쁘게하기, 자기통제, 뛰어나기의 하위요인으로 분류되었다. 확인적 요인분석 결과, 탐색적 요인분석을 통하여 구성한 척도의 요인구조가 적합한 것으로 나타났다(GFI=.915, TLI=.875, CFI=.905, RMSEA=.062). 척도의 타당도를 검증하기 위해 오익수(2013)의 생활양식평가 척도 및 김난예ㆍ김춘경(2003)의 성격우선순위 검사와의 공인타당도를 각각 산출하였으며, 신뢰도를 검증하기 위해 문항내적일관성, 검사-재검사 신뢰도를 산출하였다. 그 결과, 오익수(2013)의 생활양식평가 척도와의 공인타당도 계수는 .45～.75, 김난예ㆍ김춘경(2003)의 성격우선순위 검사와의 공인타당도 계수는 .35～.57이었고, 문항내적일관성지수(α)는 .70～ .71, 검사-재검사 신뢰도는 .70～.77이었다. 따라서 본 연구에서 개발한 초등학생 성격우선순위 척도는 타당하고 신뢰할 수 있었다.

참고문헌 (Reference)

1 오익수, "초등학생 생활양식 평가 척도개발" 한국초등상담교육학회 12 (12): 289-303, 2013

2 정민, "애착과 심리적 안녕감간의 관계에 대한 사회적 관심의 매개효과" 한국상담학회 7 (7): 1023-1038, 2006

3 김난예, "성격 우선순위검사(K-PPS)의 타당화 연구" 한국상담학회 4 (4): 615-629, 2003

4 정민, "사회적 관심 척도의 개발 및 타당화" 한국상담학회 14 (14): 2571-2583, 2013

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