본 연구는 학령기 아동의 또래애착을 측정하는 척도를 개발하고, 이를 타당화 하는 것을 목적으로 하였다. 이를 위해 Wilkinson(2008)이 또래 친구와의 친밀한 양자관계를 안정애착, 불안·양가애착, 회피애착으로 측정하도록 개발한 30문항의 청소년 또래애착 척도(Adolescent Friendship Attachment; AFAS) 문항과 이를 국내 고등학생을 대상으로 타당화 한 한국판 청소년 또래애착 척도(최영희, 김민선, 서영석, 2012) 문항을 참고 하여 학령후기 아동에게 적합한 문항을 개발하고자 하였다. 본 연구에서 개발한 척도의 문항은 학령후기 아동이 이해할 수 있도록 번안·수정하고, 한국판 청소년 또래애착 척도 연구(최영희 등, 2012)에서 제안한 수정안을 반영하여 구성하였다. 연구 1에서는 ...
본 연구는 학령기 아동의 또래애착을 측정하는 척도를 개발하고, 이를 타당화 하는 것을 목적으로 하였다. 이를 위해 Wilkinson(2008)이 또래 친구와의 친밀한 양자관계를 안정애착, 불안·양가애착, 회피애착으로 측정하도록 개발한 30문항의 청소년 또래애착 척도(Adolescent Friendship Attachment; AFAS) 문항과 이를 국내 고등학생을 대상으로 타당화 한 한국판 청소년 또래애착 척도(최영희, 김민선, 서영석, 2012) 문항을 참고 하여 학령후기 아동에게 적합한 문항을 개발하고자 하였다. 본 연구에서 개발한 척도의 문항은 학령후기 아동이 이해할 수 있도록 번안·수정하고, 한국판 청소년 또래애착 척도 연구(최영희 등, 2012)에서 제안한 수정안을 반영하여 구성하였다. 연구 1에서는 탐색적 요인분석을 통해 하위요인을 확인하고 문항을 확정지었으며, 연구 2에서는 요인구조의 적합도를 검증하기 위해 확인적 요인분석을 실시하였다. 또한 학령후기 아동의 또래애착 척도의 시간적 안정성을 확인하고자 내적 일치도(Cronbach's α)와 검사-재검사 신뢰도를 산출하였다. 마지막으로‘아동용 부모 및 또래애착 검사-개정판(The Inventory of Parent and Peer Attachment-Revised for Children; IPPARC)과의 상관을 살펴봄으로써 수렴타당도를 검증하였으며, 준거타당도를 확인하기 위해 학교생활적응 및 우울·불안과의 상관을 확인하였다.
본 연구는 학령기 아동의 또래애착을 측정하는 척도를 개발하고, 이를 타당화 하는 것을 목적으로 하였다. 이를 위해 Wilkinson(2008)이 또래 친구와의 친밀한 양자관계를 안정애착, 불안·양가애착, 회피애착으로 측정하도록 개발한 30문항의 청소년 또래애착 척도(Adolescent Friendship Attachment; AFAS) 문항과 이를 국내 고등학생을 대상으로 타당화 한 한국판 청소년 또래애착 척도(최영희, 김민선, 서영석, 2012) 문항을 참고 하여 학령후기 아동에게 적합한 문항을 개발하고자 하였다. 본 연구에서 개발한 척도의 문항은 학령후기 아동이 이해할 수 있도록 번안·수정하고, 한국판 청소년 또래애착 척도 연구(최영희 등, 2012)에서 제안한 수정안을 반영하여 구성하였다. 연구 1에서는 탐색적 요인분석을 통해 하위요인을 확인하고 문항을 확정지었으며, 연구 2에서는 요인구조의 적합도를 검증하기 위해 확인적 요인분석을 실시하였다. 또한 학령후기 아동의 또래애착 척도의 시간적 안정성을 확인하고자 내적 일치도(Cronbach's α)와 검사-재검사 신뢰도를 산출하였다. 마지막으로‘아동용 부모 및 또래애착 검사-개정판(The Inventory of Parent and Peer Attachment-Revised for Children; IPPARC)과의 상관을 살펴봄으로써 수렴타당도를 검증하였으며, 준거타당도를 확인하기 위해 학교생활적응 및 우울·불안과의 상관을 확인하였다.
This research aimed to develop and validate a scale to measure peer attachment of late-elementary school-aged children. The scale was originally developed by Wilkinson (2008) to measure adolescents' peer attachment. Choi, Kim and Seo (2012) validated its Korean version. The current study revised the...
This research aimed to develop and validate a scale to measure peer attachment of late-elementary school-aged children. The scale was originally developed by Wilkinson (2008) to measure adolescents' peer attachment. Choi, Kim and Seo (2012) validated its Korean version. The current study revised the items from the original AFAS (Wilkinson, 2008) and its Korean version (Choi et al., 2013) and validated the psychometric properties of the new scale in elementary school students. In Study 1, a total of 22 items were finally selected. After that, the factor structure of the items was explored through an Exploratory Factor Analysis (EFA). Study 2 verified the goodness-of-fit of the factor structure through a Confirmative Factor Analysis (CFA). In addition, a test-retest reliability estimate with a 3-week interval was calculated to test the temporal stability of the scale, and a correlational analysis with the IPPARC was performed to establish its convergent validity estimate. To test its criterion-related validity, its correlations with the school life adjustment scale and measures of depression/anxiety were calculated. The current study employed the following procedures and data analysis. First, a total of 36 items including four new, alternative items were created on the basis of peer attachment factors extracted from Study 1, such as secure, anxious/ambivalent and avoidance factors. As a result, a total of 22 items were selected through both the EFA and item analysis on the data of 485 elementary school students recruited from both Kyeonggi-do and Chungcheong-do. Note that 10 students' data out of 495 were excluded due to their missing values and undependable responses. Second, in Study 2, reliability and validity estimates for the scale were calculated and the goodness-of-fit of the 3-factor structure (22 items) was tested through the CFA on a total of 815 elementary school students recruited from Seoul and Kyeongsang-do. Again, the data from 30 students of 845 were excluded due to their careless responses. The results corroborated the findings of Study 1; the scale with three factors (secure attachment 10 items, anxious/ambivalent attachment 5 items, and avoidant attachment 7 items). Furthermore, a test-retest reliability estimate with a 3-week interval was calculated with 66 students (5th and 6th grades) from one elementary school located in Kyeongsang-do. Note that the data from six out of 72 students were not collected. From the CFA, the goodness of 2-level measurement model with three factors (secure attachment, anxious/ambivalent attachment and avoidant attachment) was found appropriate. Reliability estimates was calculated to test both the internal consistency among the items (Cronbach's α) and the scale's stability over time (test-retest). The alpha coefficients were found satisfactory; in particular, .86 for the total peer attachment, .87 for secure attachment, .72 for anxious/ambivalent attachment, and ,83 for avoidant attachment, respectively. As for the test-retest reliability, the correlation coefficients between the two tests (i.e., pre- and post-test) were a bit low; in particular, .45 for the total peer attachment, .58 for secure attachment, .53 for anxious/ambivalent attachment, and .55 for avoidant attachment, respectively. Third, to ensure the convergent validity estimates of the late-elementary school-aged children peer attachment scale, first, its correlations with the sub-factors of the IPPARC scale were calculated. Also, to establish the criterion-related validity, its correlations with both the school life adjustment and measures of depression/anxiety were calculated. As the result, secure attachment was correlated positively with the sub-factors of the IPPARC peer attachment such as mutual trust and communication, but correlated negatively with a sense of alienation. Both the anxious/ambivalent attachment and avoidant attachment were associated negatively with mutual trust and communication while they were related positively to a sense of alienation. In addition, to test the criterion-related validity, another set of correlations between the scale and measures of school life adjustment and depression/anxiety was calculated. The results revealed that secure attachment was correlated negatively with the sub-factors of the school life adjustment such as relation with teachers, relation with friend, student’s attitude, and keeping regulation. Also, the scale was associated positively with measures of depression/anxiety. These results provided support for the validity of the scale. In short, the present study developed and validated the scale for the late-elementary school-aged students' peer attachment using a robust standardized procedure for test development. The findings of this study provide useful basic data to understand and help peer attachment of post school-aged children.
This research aimed to develop and validate a scale to measure peer attachment of late-elementary school-aged children. The scale was originally developed by Wilkinson (2008) to measure adolescents' peer attachment. Choi, Kim and Seo (2012) validated its Korean version. The current study revised the items from the original AFAS (Wilkinson, 2008) and its Korean version (Choi et al., 2013) and validated the psychometric properties of the new scale in elementary school students. In Study 1, a total of 22 items were finally selected. After that, the factor structure of the items was explored through an Exploratory Factor Analysis (EFA). Study 2 verified the goodness-of-fit of the factor structure through a Confirmative Factor Analysis (CFA). In addition, a test-retest reliability estimate with a 3-week interval was calculated to test the temporal stability of the scale, and a correlational analysis with the IPPARC was performed to establish its convergent validity estimate. To test its criterion-related validity, its correlations with the school life adjustment scale and measures of depression/anxiety were calculated. The current study employed the following procedures and data analysis. First, a total of 36 items including four new, alternative items were created on the basis of peer attachment factors extracted from Study 1, such as secure, anxious/ambivalent and avoidance factors. As a result, a total of 22 items were selected through both the EFA and item analysis on the data of 485 elementary school students recruited from both Kyeonggi-do and Chungcheong-do. Note that 10 students' data out of 495 were excluded due to their missing values and undependable responses. Second, in Study 2, reliability and validity estimates for the scale were calculated and the goodness-of-fit of the 3-factor structure (22 items) was tested through the CFA on a total of 815 elementary school students recruited from Seoul and Kyeongsang-do. Again, the data from 30 students of 845 were excluded due to their careless responses. The results corroborated the findings of Study 1; the scale with three factors (secure attachment 10 items, anxious/ambivalent attachment 5 items, and avoidant attachment 7 items). Furthermore, a test-retest reliability estimate with a 3-week interval was calculated with 66 students (5th and 6th grades) from one elementary school located in Kyeongsang-do. Note that the data from six out of 72 students were not collected. From the CFA, the goodness of 2-level measurement model with three factors (secure attachment, anxious/ambivalent attachment and avoidant attachment) was found appropriate. Reliability estimates was calculated to test both the internal consistency among the items (Cronbach's α) and the scale's stability over time (test-retest). The alpha coefficients were found satisfactory; in particular, .86 for the total peer attachment, .87 for secure attachment, .72 for anxious/ambivalent attachment, and ,83 for avoidant attachment, respectively. As for the test-retest reliability, the correlation coefficients between the two tests (i.e., pre- and post-test) were a bit low; in particular, .45 for the total peer attachment, .58 for secure attachment, .53 for anxious/ambivalent attachment, and .55 for avoidant attachment, respectively. Third, to ensure the convergent validity estimates of the late-elementary school-aged children peer attachment scale, first, its correlations with the sub-factors of the IPPARC scale were calculated. Also, to establish the criterion-related validity, its correlations with both the school life adjustment and measures of depression/anxiety were calculated. As the result, secure attachment was correlated positively with the sub-factors of the IPPARC peer attachment such as mutual trust and communication, but correlated negatively with a sense of alienation. Both the anxious/ambivalent attachment and avoidant attachment were associated negatively with mutual trust and communication while they were related positively to a sense of alienation. In addition, to test the criterion-related validity, another set of correlations between the scale and measures of school life adjustment and depression/anxiety was calculated. The results revealed that secure attachment was correlated negatively with the sub-factors of the school life adjustment such as relation with teachers, relation with friend, student’s attitude, and keeping regulation. Also, the scale was associated positively with measures of depression/anxiety. These results provided support for the validity of the scale. In short, the present study developed and validated the scale for the late-elementary school-aged students' peer attachment using a robust standardized procedure for test development. The findings of this study provide useful basic data to understand and help peer attachment of post school-aged children.
주제어
#학령후기 아동의 또래애착 척도 척도 타당화 초등학교 고학년 late-elementary school-aged children peer attachment scale scale validation
학위논문 정보
저자
이진선
학위수여기관
연세대학교 교육대학원
학위구분
국내석사
학과
상담교육전공
지도교수
이동귀
발행연도
2016
총페이지
vii, 91장
키워드
학령후기 아동의 또래애착 척도 척도 타당화 초등학교 고학년 late-elementary school-aged children peer attachment scale scale validation
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