[논문]전문대학생용 학습전략 진단 척도의 온라인 활용을 위한 재타당화 연구

황재규

doi:10.17703/jcct.2022.8.1.349

[국내논문] 전문대학생용 학습전략 진단 척도의 온라인 활용을 위한 재타당화 연구
Scale Revalidation Study for Online Use of the Learning Strategy Diagnostic Scale for Junior College 원문보기

Journal of the convergence on culture technology : JCCT = 문화기술의 융합, v.8 no.1, 2022년, pp.349 - 359

황재규 (영남이공대학교 간호학과)

초록
AI-Helper

이 연구의 목적은 전문대학생용 학습전략 척도(K-Learning Strategy Scale for College)의 온라인 활용을 위해 학습인지와 학습정서 요인의 문항을 추가하고 재타당화하는 것이다. 전문대학생의 학습전략에 영향을 미칠 수 있는 학습인지, 학습행동, 학습정서의 하위요인을 각각의 항목별로 구체적으로 탐색하고 분석하는 것은 자기성찰과 학업성취도 향상을 위해 중요하다. 추가된 문항은 학습인지 요인의 학습정보처리 과정에서의 주의집중을 진단하는 2개 문항과 학습정서 요인의 타인에 대한 불안수준을 진단하는 대인불안 요인 2개 문항이다. 연구대상 지역은 전국 5개 지역으로 실시하였으며, 연구대상자는 불성실 응답 327명을 제외한 923명의 전문대학생이다. 수정된 K-LSS_r 척도는 학습인지(18문항), 학습정서(15문항), 학습행동(19문항)의 3개 영역 하위요소로 구성된 총 52문항의 전문대학생용 학습전략 진단 척도이며, 본 연구에서 일반화를 위한 신뢰도 검증 결과 척도 전체 Cronbach의 α 계수는 .896이었고, 3개 요인의 Cronbach의 α 계수는 .876에서 .910이었다. 척도의 반분신뢰도 계수는 전체가 .858이었고 3개 요인의 반분신뢰도계수는 .792에서 .843이었다. 5개 지역 소재 대학생 350명을 대상으로 3주간의 검사-재검사 신뢰도 검증 결과는 전체가 .884이었으며, 일반화를 위한 타당도 검증 결과에서 구인타당도가 통계적으로 유의한 정적상관을 나타내었다.

Abstract ▼ AI-Helper

The purpose of this study is to add and revalidate items of learning cognition and learning emotion factors for online use of the K-LSS for junior college. It is important for self-reflection and improvement of academic achievement to specifically explore and analyze the sub-factors of learning cognition, learning behavior, and learning emotion for each item that can affect the learning strategy of junior college students. The added items are two items for diagnosing the concentration of attention in the learning information processing process of the learning cognitive factor and two questions about the interpersonal anxiety factor for diagnosing the level of anxiety about others in the learning emotional factor. The study area was conducted in 5 areas nationwide, and the subjects of the study were 923 junior college students excluding 327 respondents who answered insincerity. The K-LSS_r scale is a learning strategy diagnosis scale of 52 questions composed of three sub-elements of learning cognition (18 questions), learning emotion (15 questions), and learning behavior (19 questions), and reliability for generalization in this study. As a result of the verification, Cronbach's α coefficient of the entire scale was .896, and Cronbach's α coefficient of the three factors ranged from .876 to .910. The half-segment reliability coefficient of the scale was .858 in total, and the half-segment reliability coefficients of the three factors ranged from .792 to .843. The test-retest reliability verification result for 3 weeks for 350 Junior college Students in 5 regions was .884, and the validity test for generalization also confirmed that the recruitment validity is significant.

Keyword

표/그림 (4)

표 표 1. 전문대학생용 학습전략 척도 수정 하위요인 정의 및 추가문항 Table 1. Definition of sub-factors and additional questions tomodify the learning strategy scale for junior college students
표 표 2. 전문대학생용 학습전략 척도 하위요인별 문항수 및 Cronbach'α Table 2. Number of items and Cronbach'α for each sub-factor of the Learning Strategy Scale for Junior College Students
표 표 3. 전문대학생용 학습전략 척도의 신뢰도 검증 결과표 Table 3. Reliability Verification Results Table of Learning Strategy Scale for Junior College Students
표 표 4. 전문대학생용 학습전략 척도의 타당도 검증 결과표 Table 4. Validity Verification Results Table of Learning Strategy Scale for Junior College Students

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