교사용 유아 주의력 평정척도를 개발하고자 본 연구에서는 주의력과 관련된 문헌연구를 통해 주의력의 개념을 정의하고, 이에 기초하여 유아 주의력을 구성하는 4개의 요인을 선택적 주의, 실행적 주의, 지속적 주의로 선정하였다. 또한 선정된 구성요인을 측정하기 위한 문항구성을 위해 각 구성요인에 대해 이론적으로 고찰하였으며, 이러한 과정을 거쳐 모두 54개 문항이 개발되었다. 개발된 문항에 대한 내용타당도는 유아교육 및 보육 전문가에 의해 3차에 걸쳐 검증되었고, 그에 따라 최종 36문항으로 조정되었다. 본 연구의 대상은 서울, 경기, 충청, 대구지역 소재 유아교육기관에 재원 중인 만 3-5세 유아 622명이다. 연구문제 1을 위해 문항 반응분포 및 문항 변별도를 확인하였으며 연구문제 2를 위해 탐색적 요인분석과 확인적 요인분석을 실시하였다. 또한 연구문제 3을 위해 문항 간 내적 합치도인 Cronbach’s α 계수를 산출하여 신뢰도를 확인하였다.
본 연구의 결과는 다음과 같다. 1. 교사용 유아 주의력 평정척도는 4개의 하위요인과 31문항으로 구성한다. 요인별로 살펴보면 ‘선택적 주의’ 요인 6문항, ‘실행적 주의’ 요인 9문항, ‘지속적 주의’ 요인 7문항, ‘자기통제’ 요인 9문항이다. 2. 교사용 유아 주의력 평정척도의 타당도 확인을 위해 탐색적 요인분석 결과, 4개의 하위요인이 유아 주의력 전체 변량의 76.83%를 설명하는 것으로 나타났다. 요인의 설명력 순으로 제시하면, 1요인은 선택적 주의로, 2요인은 실행적 주의로, 3요인은 지속적 주의로, 4요인은 자기통제의 순이다. 또한 본 연구에서의 요인구조가 다른 표본에서도 일관성 있게 나타나는지 확인하기 위해 실시한 확인적 요인분석에서, 측정모델의 부합도 지수는 χ=84.99(df=29), TLI=.99, CFI=.99, RMSEA=.06(.04-.07)으로 나타나 모든 지수가 권장 부합도 수준을 충족시키는 것으로 나타났다. 3. 교사용 유아 주의력 평정척도의 신뢰도를 확인하기 위해 Cronbach’s α 계수를 확인한 결과, 유아 주의력 평정척도의 전체 신뢰도는 .98이며, 하위요인별 신뢰도는 .95-.97 이다.
이러한 결과를 토대로 볼 때, 본 연구에서 개발한 교사용 유아 주의력 평정척도는 유아의 주의력을 타당하고 신뢰롭게 평정할 수 있는 척도라고 결론내릴 수 있다.
본 연구의 목적은 유아교육현장에서 교사가 유아의 주의력을 평가할 수 있는 평정척도를 개발하는데 있다. 이러한 연구목적을 위해 설정한 연구문제는 다음과 같다.
교사용 유아 주의력 평정척도를 개발하고자 본 연구에서는 주의력과 관련된 문헌연구를 통해 주의력의 개념을 정의하고, 이에 기초하여 유아 주의력을 구성하는 4개의 요인을 선택적 주의, 실행적 주의, 지속적 주의로 선정하였다. 또한 선정된 구성요인을 측정하기 위한 문항구성을 위해 각 구성요인에 대해 이론적으로 고찰하였으며, 이러한 과정을 거쳐 모두 54개 문항이 개발되었다. 개발된 문항에 대한 내용타당도는 유아교육 및 보육 전문가에 의해 3차에 걸쳐 검증되었고, 그에 따라 최종 36문항으로 조정되었다. 본 연구의 대상은 서울, 경기, 충청, 대구지역 소재 유아교육기관에 재원 중인 만 3-5세 유아 622명이다. 연구문제 1을 위해 문항 반응분포 및 문항 변별도를 확인하였으며 연구문제 2를 위해 탐색적 요인분석과 확인적 요인분석을 실시하였다. 또한 연구문제 3을 위해 문항 간 내적 합치도인 Cronbach’s α 계수를 산출하여 신뢰도를 확인하였다.
본 연구의 결과는 다음과 같다. 1. 교사용 유아 주의력 평정척도는 4개의 하위요인과 31문항으로 구성한다. 요인별로 살펴보면 ‘선택적 주의’ 요인 6문항, ‘실행적 주의’ 요인 9문항, ‘지속적 주의’ 요인 7문항, ‘자기통제’ 요인 9문항이다. 2. 교사용 유아 주의력 평정척도의 타당도 확인을 위해 탐색적 요인분석 결과, 4개의 하위요인이 유아 주의력 전체 변량의 76.83%를 설명하는 것으로 나타났다. 요인의 설명력 순으로 제시하면, 1요인은 선택적 주의로, 2요인은 실행적 주의로, 3요인은 지속적 주의로, 4요인은 자기통제의 순이다. 또한 본 연구에서의 요인구조가 다른 표본에서도 일관성 있게 나타나는지 확인하기 위해 실시한 확인적 요인분석에서, 측정모델의 부합도 지수는 χ=84.99(df=29), TLI=.99, CFI=.99, RMSEA=.06(.04-.07)으로 나타나 모든 지수가 권장 부합도 수준을 충족시키는 것으로 나타났다. 3. 교사용 유아 주의력 평정척도의 신뢰도를 확인하기 위해 Cronbach’s α 계수를 확인한 결과, 유아 주의력 평정척도의 전체 신뢰도는 .98이며, 하위요인별 신뢰도는 .95-.97 이다.
이러한 결과를 토대로 볼 때, 본 연구에서 개발한 교사용 유아 주의력 평정척도는 유아의 주의력을 타당하고 신뢰롭게 평정할 수 있는 척도라고 결론내릴 수 있다.
The purpose of this study was to develop and in which teachers can evaluate the attention competence of 3 to 5 year-olds young children in early childhood education institutes. The study was set up research questions as follows:
1. How effective are the composition questions of the att...
The purpose of this study was to develop and in which teachers can evaluate the attention competence of 3 to 5 year-olds young children in early childhood education institutes. The study was set up research questions as follows:
1. How effective are the composition questions of the attention competence rating scale for young children? 2. How valid is the attention competence rating scale for young children? 3. How reliable is the attention competence rating scale for young children?
This study will define the concept of attention competence through literary study as well as extract 4 factors that determine communication competence. A total of 54 questions were constructed based on the six extracted factors. The content validity about preliminary items and been tested three times by 20 experts in early childhood education. A total of 60 questions were constructed based on the six extracted factors. The content validity of this scale was tested three times by 20 early childhood education professionals to be appropriate for this study. As a result of the content validity test, four factors and 38 questions were composed. To test the validity of each factor structure and question, 622 young children aged 3-5 years, who were enrolled in early childhood education institutes in Seoul, Gyeonggi-Do, Chungcheong province, and Daegu Metropolitan City, were recruited to become participants of this study using a random sampling method. This study was analyzed using the Statistical Package for the Social Sciences and Amos 21.0 version for Windows. The statistical methods used to answer the research questions include Exploratory Factor Analysis(EFA), Correlation Analysis, Confirmatory Factor Analysis(CFA) and Cronbach’s alpha for the content validity, concurrent validity and internal consistency of the young children’s communication competence rating scale for the teacher. The results of the study of the development of the attention competence rating scale for young children are summarized as follows: First, the components of measuring young children’s attention competence consisted of four subfactors and 31 questions. Factor 1 consisted of 6 questions of selective attention, Factor 2 consisted of 9 questions of executive attention, Factor 3 consisted of 7 questions of sustained attention, and Factor 4 consisted of 9 questions of self-control. Second, the results of exploratory factor analysis revealed that the total variance of the four factors was found to impact the young children’s attention competence for the teacher as much as 76.83%. In the result of the confirmatory factor analysis for the young children’s communication competence, the goodness-of-fit(χ²) was χ=84.99(df=29), TLI=.99, CFI=.99, RMSEA=.06(.04-.07). All of the fit was good. As a result of estimating parameter, standardized regression weights were ranged from .86 to .97. Also, covariance among factors were ranged from .78 to .85. This results demonstrates that the scale is suitable model. Third, the Cronbach’s alpha coefficient of the scale was measured to test the reliability of four factors. The overall reliability of the young children’s communication competence scale was .98 and ranged from .95 to .97 in the reliability of each factor. Therefore, the young children’s attention competence rating scale for the teacher developed in this study was found to be a valid scale.
The purpose of this study was to develop and in which teachers can evaluate the attention competence of 3 to 5 year-olds young children in early childhood education institutes. The study was set up research questions as follows:
1. How effective are the composition questions of the attention competence rating scale for young children? 2. How valid is the attention competence rating scale for young children? 3. How reliable is the attention competence rating scale for young children?
This study will define the concept of attention competence through literary study as well as extract 4 factors that determine communication competence. A total of 54 questions were constructed based on the six extracted factors. The content validity about preliminary items and been tested three times by 20 experts in early childhood education. A total of 60 questions were constructed based on the six extracted factors. The content validity of this scale was tested three times by 20 early childhood education professionals to be appropriate for this study. As a result of the content validity test, four factors and 38 questions were composed. To test the validity of each factor structure and question, 622 young children aged 3-5 years, who were enrolled in early childhood education institutes in Seoul, Gyeonggi-Do, Chungcheong province, and Daegu Metropolitan City, were recruited to become participants of this study using a random sampling method. This study was analyzed using the Statistical Package for the Social Sciences and Amos 21.0 version for Windows. The statistical methods used to answer the research questions include Exploratory Factor Analysis(EFA), Correlation Analysis, Confirmatory Factor Analysis(CFA) and Cronbach’s alpha for the content validity, concurrent validity and internal consistency of the young children’s communication competence rating scale for the teacher. The results of the study of the development of the attention competence rating scale for young children are summarized as follows: First, the components of measuring young children’s attention competence consisted of four subfactors and 31 questions. Factor 1 consisted of 6 questions of selective attention, Factor 2 consisted of 9 questions of executive attention, Factor 3 consisted of 7 questions of sustained attention, and Factor 4 consisted of 9 questions of self-control. Second, the results of exploratory factor analysis revealed that the total variance of the four factors was found to impact the young children’s attention competence for the teacher as much as 76.83%. In the result of the confirmatory factor analysis for the young children’s communication competence, the goodness-of-fit(χ²) was χ=84.99(df=29), TLI=.99, CFI=.99, RMSEA=.06(.04-.07). All of the fit was good. As a result of estimating parameter, standardized regression weights were ranged from .86 to .97. Also, covariance among factors were ranged from .78 to .85. This results demonstrates that the scale is suitable model. Third, the Cronbach’s alpha coefficient of the scale was measured to test the reliability of four factors. The overall reliability of the young children’s communication competence scale was .98 and ranged from .95 to .97 in the reliability of each factor. Therefore, the young children’s attention competence rating scale for the teacher developed in this study was found to be a valid scale.
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