중학생 자아탄력성 척도개발 (Development of an Ego-resilience Scale for Middle School Students)

본 연구에서는 중학생 자아탄력성의 구성요소를 확인하고 중학생의 자아탄력성을 측정할 수 있는 척도를 개발하고자 하였다. 선행연구왿� 기존도구를 참고하여 자아탄력성의 구성요소로 개인내적 특성인 문제해결, 긍정사고, 친밀행동, 감정조절, 자율행동의 5요인을 추출하였다. 중학생 자아탄력성 특성을 나타내는 70개의 문항으로 1차 예비척도를 구성하여 전문가(상담심리 전문가 7명, 중학껓 국어교사 2명)로부터 내용타당도를 검증 받고, 3차에 걸친 예비조사를 실시하여 문항 수정 보완 후 50문항을 선정하였다. 전국 중학생 618명을 대상으로 자료를 수집하여 요인분석 한 결과 최종적으로 5요인 39문항의 척도를 개발하였다. 요인1은 긍정사고(10문항), 요인2는 문제해결(9문항), 요인3은 친밀행동(7문항), 요인4는 감정조절(6문항), 요인5는 자율행동(7문항)으로 명명하였다. 중학생 618명을 대상으로 구한 척도 전체의 Cronbach의 α계수가 .88이고 5개요인 각각의 신뢰도는 .62 ～ .84이다. Spearman-Brown 공식으로 전후반분 신뢰도를 산출한 결과 척도 전체의 신뢰도는 .86, 각 하위요인은 .59 ～ .83으로 나타났다. 271명을 대상으로 한 5주 간격의 검사-재검사에서 척도전체의 신뢰도는 .87이며 하위요인 신뢰도는 .77 ～ .91이었다. 개발한 척도의 구인타당도를 알아보기 위한 방법으로 402명의 중학생을 대상으로 중학생 자아탄력성 척도, 학껓생활 적응척도, 일상생활 스트레스 척도간의 상관을 내어 수렴타당도를 알아보았다. 그 결과 자아탄력성 척도왿� 학껓생활 적응척도 간에는 정적 상관을 나타내었고, 자아탄력성 척도왿� 일상생활 스트레스 척도 간에는 부적 상관을 보임으로써 선행연구의 결과를 지지하였다. 아울러 본 연구의 의의왿� 추후 연구 과제를 제시하였다.

The purpose of this study was to develop an Ego-resilience Scale for middle school students in the middle school in South Korea. Ego-resilience is defined as a cognitive, emotional and behavioral response tendencies of students to crisis situation. This study was to develop an Ego-resilience Scale, consisting of three steps. First, 70 preliminary items were developed based on theoretical literature. Second, 20 items were eliminated based on to 3 pre-tests and judgements of experts(7 counseling psychologists &, 2 middle school teachers majored in korean) to verify the content validity. Third, the scale consisting of 50 items was administered to samples of 618 middle school students of 1st, 2nd, and 3rd grades, and 11 items were eliminated based on item-scale correlation and factor extraction. Finally, items of the scale were reduced to 39 items. This study was to verify the validity of the Ego-resilience Scale, 3 steps were conducted. First, to examine the stability of the factor structure of the 39-items measurement model, a confirmatory factor analysis with a maximum likelihood estimation method was conducted in AMOS 7.0, and 5 factors such as Positive-Thinking(10 items), Problem-Solving (9 items), Intimacy-Behavior(7 items), Emotion-Regulation(6 items), and Autonomic-Behavior(7 items) were identified. Multiple indices to assess the fit of the measurement model to the data were examined. The result showed that the 39-items had an acceptable fit to the data. The fit indices for the 39-item 5-factor model were as follows: χ2(df = 692, N=618, p = .000); Normed χ2 = 2.61; GFI = 0.86; RMSEA = .051(at 90% confidence intervals, .048-.054); CFI = 0.81. All of the loadings of the 39 measured variables on the latent variables were statistically significant(p <. 001). Second, to examine internal consistency and split-half reliability, data were collected from samples of 618 middle school students, and to verify 5-week test-retest reliability, data were collected from samples of 271 middle school students. The result showed high internal consistency(Cronbach's α= .88), split-half reliability(r= .86), and test-retest reliability(r= .87). Third, to examine the discriminant validity and convergent validity, data were collected from samples of 402 middle school students. The result showed that the Ego-resilience Scale was positively related to School Adjustment Scale(r= .472) and negatively related to Daily Hassles Questionnaire(r= -.118). In conclusion, this instrument demonstrates satisfactory reliability and validity. Therefore, it is an appropriate measurement of an ego-resilience for middle school students in South Korea. Implications for future research are discussed.