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1 Student Motivation in the Learning Environment Scales 학습환경에서의학생동기척도 SMILES 봉미미, 김성일, Johnmarshall Reeve, 임효진, 이우걸, Yi Jiang, 김진호, 김혜진, 노아름, 노언경, 백선희, 송주연, 신지연, 안현선, 우연경, 원성준, 이계형, 이민혜, 이선경, 이선영, 이지수, 정윤경, Catherine Cho, 황아름 고려대학교두뇌동기연구소 Copyright 2012 The Brain and Motivation Research Institute (bmri)

2 서론 SMILES 학습환경에서의학생동기척도 (Student Motivation in the Learning Environment Scales: SMILES) 는동기연구에서중요하게다루어져왔던학생및학습과정과관련된심리적과정을보다정확하게측정하기위한목적을가지고있으며, 특히한국학생들에게있어서동기의생성과변화가어떻게이루어지는가를이해하는데도움을주기위해제작되었다. 이척도는이론적으로정립이필요하고국내상황에맞게새롭게척도화가필요하다고간주되는동기관련구인들에관한척도와문항들을포함하고있으며, 그구인들은다음과같다. 1. 동기성향 (Motivational Dispositions) 2. 지각된부모-자녀관계 (Perceived Parent-Child Relationships) 3. 지각된교사-학생관계 (Perceived Teacher-Student Relationships) 4. 학업적자기효능감 (Academic Self-Efficacy) 5. 학업적흥미 (Academic Interest) 6. 성취목표 (Achievement Goals) 7. 주도적관여 (Agentic Engagement) 8. 인지적관여 (Cognitive Engagement) 9. 학업적자기조절 (Academic Self-Regulation) 이척도들은특히한국문화에서특수하게보여지는심리적동기기제들과연관이있다. 동기연구에서외국척도를번안혹은번역해서사용할경우필연적으로발생하는문제들중첫번째는척도의문항들이과연한국학생들의특성과경향성을제대로측정하고있는가를확인하기어렵다는점이고, 두번째는문항의의미적동등성을가정하기어렵다는점이다. 연구진은외국척도를사용할때발생하는이러한문제점에대한해결책을제시하고자본척도들을개발하였다. 본척도는중학생 (14 세 -16 세 ) 에게사용가능하도록제작되었으나몇몇척도들은 고등학생 (17-19 세 ) 에게사용해도무방하다. 본척도의타당화를위해서중고등학생집단을모두표집하여예비조사를실시하 였다. 척도는기본적으로모두리커트르형식을취하며, 학생들은주어진문장에 1(= 전혀그렇지않다 ) 부터 7(= 매우그렇다 ) 까지응답하도록되어있다. 1

3 SMILES 서론 척도개발과정 1. 문항제작 척도개발을위해실시된과정을간략히기술하면다음과같다. 먼저, 해당구인이기존이론들에서어떻게개념적, 조작적으로정의되는가를먼저살펴보고이구인에해당하는연구물들을선별하여문헌연구를시작하였다. 다음으로는기존에이해당구인과비슷하게관련되어있는다른구인들을측정하는척도들을수집하여분석, 비교하고새척도를개발하기위한참고자료로삼았다. 이어척도의구조화를위하여전문가, 연구원들의협의를거쳐예비문항들을수집하고이를바탕으로수정및보완을거쳐검사문항들의객관성과명료성등을검토하였다. 이과정에서는먼저전문가와박사, 박사급연구원들이포함되어기존에개발된척도중본구인에적합한하위차원들을추려낸후에, 각하위차원들간의상관에대한선행연구를기초로문항단위로분석하였다. 이문항들을토대로설문응답자의연령과관심구인의이론적, 조작적정의에적합하도록문항을수정, 제작하였다. 초고와완성된후에일반대학원생 5-6 명가량에게예비조사를실시한후제대로기능하지못하는문항을제외하여이후 3 명의동기이론전문가와 15 명가량의연구원들에게 2 차례의검토를받아단어및문장을수정하고이론적배경에부합하지않은문항들을제외하였다. 초기문항들을개발할때에는실제예비검사후에수정되거나삭제될문항의수를고려하여척도당본검사문항의 2 배수에해당하는문항들을제작하였다. 구체적으로살펴보면먼저 1 차년도에는 1) 동기성향, 2) 성취목표, 3) 학업적흥미, 4) 학업적자기효능감척도를개발하였고, 1 차년도개발척도에대한타당화와함께 2 차년도에는 5) 지각된부모-자녀관계, 6) 지각된교사-학생관계, 7) 주도적관여, 8) 인지적관여, 9) 학업적자기조절척도를추가로개발하였다. 몇몇척도들은 1 차와 2 차년도에모두예비검사를실시하였다. 각척도의구인과하위차원에대한개념및정의그리고개별문항들은 2 장에제시되어있다. 2

4 서론 SMILES 2. 타당화작업 1) 예비조사및자료정리, 신뢰도산출 이어척도의양호한정도를현장검증하기위하여예비검사를실시한다음기존척도들과관련성을검토하는과정을통해공인타당도 (concurrent validity) 와예측타당도 (predictive validity) 를확보하고자하였다. 척도의타당화과정을위하여 1,2 차년도에걸쳐모두예비조사와문항분석이이루어졌다. 예비문항을바탕으로개발된검사지를현장에투입하여검증하는목적은본척도의신뢰도와타당도에근거한문항의효율성을산출하여그결과를토대로평가문항을수정 보완하여활용하기위해서이다. 이에연구진은개발된척도들에대하여공인타당도와예측타당도를위해필요한기존의척도를포함하여설문지 A, B, C 형 3 개를제작하여현장예비검사를실시하였다. 예비검사에는서울지역중학교및고등학교를대상으로각설문지당평균 300 여명씩의학생들을표집하여타당화를위한분석에필요한충분한숫자의응답자를확보하였다. 이어각문항별로데이터정리와코딩작업을거쳐결측치확인후데이터는기대치최고화알고리즘 (expectation maximization algorithm: EM) 방법을사용하여자료대체 (imputation) 과정을거쳤다. 이어대체된자료를토대로문항분석과내용타당도검증을실시하였고, 기술통계와문항-총점간그리고문항- 해당변인간상관을통해삭제할문항을확인하였다. 기술통계결과중에서평균, 표준편차, 편포도등에서이상이없는지를확인하였다. 모든문항들은예상된범위안에서고르게분포되어있다는결과를확인한뒤문항별로신뢰도를산출하였다. 신뢰도는 Cronbach 의 alpha 계수를기준으로하였고표준화계수와비표준화계수를모두제시하였다. 3

5 SMILES 서론 2) 타당도검사 다음으로는탐색적요인분석방법 (Exploratory Factor Analysis; EFA) 을이용하여개발된척도가기존선행연구및개발하고자하는구인의요인구조를잘나타내고있는지확인하였다. 탐색적요인분석을실시하는이유는이론적배경에근거하여개발된문항이포함된하위척도나차원별로잘구분되고있는가를각문항의요인부하량을통해확인하여구인타당도를확보하기위함이다. 이에요인부하량뿐아니라문항과척도간의상관, 문항제거시의신뢰도변화수치등을모두산출하여어떤문항이전체척도에얼마나기여하는가를중점적으로확인하여최종문항결정에반영하였다. 즉요인부하량이낮거나, 하위차원을구분하지못하거나척도와문항간에상관이낮은문항들은내용을고려하여제거되었다. 구인타당도의근거가되는탐색적요인분석결과는 2 장에서각척도별로제시되어있다. 또한기존의척도들과얼마나상관이높은지 ( 공인타당도 ) 그리고관련변인들을얼마나잘예측 설명하고있는지 ( 예측타당도 ) 를포함하는상관관계분석을실시포함하였다. 타당도검사의예비결과를토대로전문가의견수렴과연구원들의토의에의해적절한수의문항을남겨두고제거하여보다압축적이고실시에용이한문항들을남겨두었다. 공인타당도부분에서는개발된척도및하위차원의대부분이기존타당화된척도및차원들과유의미한상관관계를보였고, 관련된종속변인들과도예상대로설명가능한결과를얻어예측타당도를확보했음을확인하였다. 4

6 서론 SMILES 3) 공인타당도와예측타당도 심리측정학적으로우수한척도를개발하기위하여개발된문항과척도별로공인타당도와예측타당도검사를실시하였다. 공인타당도를확보하기위해서연구진은먼저개발된척도들이이론적, 개념적으로관련된기존의척도들과어느정도의상관이있는가를검증하였다. 개념적으로관련된척도나차원과는유의한정적상관을, 관련없는척도나차원과는유의하지않은상관계수들이나타나리라예상하였고대부분개발된척도들이기존의관련척도나차원들과예상대로의결과를보여주었다. 학업적자기효능감의경우기존에널리쓰이고있던 Pintrich 와 De Groot (1990) 의자기효능감척도와높은정적상관을보였으며 (rs =.71 ~.81, p <.001), 새로개발된척도가이론상자기효능감구인을적절히측정하고있음을나타낸다. 이어예측타당도를확보하기위해서개발된척도가이후의성취나관련변수를어느정도유의하게예측또는설명하는가를검증하였다. 앞서말한학업적자기효능감의척도는학습과수행차원의자기효능감모두학생들이보고한학업성취도와정적인상관을보여, 적절한예측타당도를지니고있음을확인할수있었다 (r =.41 to.49, ps <.001). 타당도검사에사용된척도는아래표에정리되어있다. 5

7 SMILES 서론 동기성향지각된부모-자녀관계 타당화작업에쓰여진척도 공인타당도 예측타당도 척도명 출처 척도명 출처 Approach & Avoidance Elliot & Thrash (2010; ATQ) Self-Regulated Strategy Use Shell & Husman (2008; SPOCK) Temperament Avoiding Novelty Midgley et al. (2000; PALS) Novelty Seeking Wills, Windle, & Cleary Preferred Task Difficulty Kim (1997) Harm Avoidance (1998; Short ver. TPQ) Academic Resilience Martin & Marsh (2006) BIS Carver & White (1994; BIS/BAS) Positive & Negative Affect Watson, Clark, & Tellegen BAS (Reward Responsiveness, Drive, (1988; PANAS) Fun Seeking) Achievement Score Press Campbell (1994; IPI) Behavioral & Emotional Skinner, Kindermann, & Furrer Engagement (2009) Sacrifice Chao & Kaeochinda (2010) Academic Efficacy Midgley et al. (2000; PALS) 지각된교사-학생관계학업적자기효능감 Academic & Emotional Support Skinner, Johnson, & Snider Test Anxiety Pintrich & De Groot (1990) (2005; PASCOQ) Achievement Score Affection, Help/Support, Control Belmont, Skinner, Wellborn, & Behavioral & Emotional Skinner et al. (2009) Connell (1988; TASCQ) Engagement Academic Efficacy Midgley et al. (2000; PALS) Test Anxiety Pintrich & De Groot (1990) Achievement Score Self-Efficacy Pintrich & De Groot (1990) Test Anxiety Pintrich & De Groot (1990) Involved, Persisting Miserandino (1996) Previous Achievement Score Expected Achievement Score 6

8 서론 SMILES 타당화작업에쓰여진척도 ( 계속 ) 공인타당도 예측타당도 척도명 출처 척도명 출처 학업적흥미 Triggered Situational Interest Linnenbrink-Garcia et al. (2010) Persisting Miserandino (1996) Behavioral Engagement Skinner et al. (2009) Elaboration Duncan & McKeachie (2005; MSLQ) Perceived Value Fredricks & Eccles (2002) Perceived Competence Effort Regulation Pintrich, Smith, Garcia, & McKeachie (1991; MSLQ) Domain-Specific Interest Marsh, Trautwein, Ludtke, Koller, & Deep Strategies Nie & Lau (2010) Baumert (2005) Final Exam Achievement Score Actual score Mid-Term Exam Achievement Score Final Exam Achievement Score 성취목표 Personal Achievement Goal Midgley et al. (2000; PALS) Fear of Failure Hagtvet & Benson (1996) Orientation-Revised Need for Achievement Murray (1938) (MAP, PAP, PAV) Academic Interest Bong et al. (2012; SMILES) Attainment-Importance Value Eccles & Wigfield (1995) Academic Self-efficacy Bong et al. (2012; SMILES) Self-Handicapping Midgley, et al. (2000; PALS) MAP, PAP, PAV Elliot & Murayama (2008; AGQ-R) Cheating & Beliefs about Acceptability of Cheating Anderman, Griesinger & Westerfield (1998) Task Disengagement Liem, Lau, & Nie, (2008) Defensive Pessimism Martin, Marsh & Debus (2001) Procrastination Mann et al. (1998) Mid-Term Exam Achievement Final Exam Achievement Score 7

9 SMILES 서론 주도적관여인지적관여학업적자기조절 타당화작업에쓰여진척도 ( 계속 ) 공인타당도 예측타당도 척도명 출처 척도명 출처 Autonomous & Controlled Ryan & Connell (1989; ASRQ) Achievement Score Actual score Motivation Behavioral & Emotional Skinner et al. (2009) Engagement Cognitive Engagement Wolters (2004) Deep & Surface Level Learning Simon, Dewitte, & Lens (2004) Achievement Score Strategies Cognitive Strategies (Rehearsal, Pintrich et al. (1991; MSLQ) Elaboration, Organization, Critical Thinking) Metacognitive Self-Regulation Academic Efficacy Midgley et al. (2000; PALS) Personal Achievement Goal Orientation-Revised (MAP, PAP, PAV) Work Avoidance Goal Meece, Blumenfeld, & Hoyle (1988; SAQ) Self-Regulated Strategy Use Shell & Husman (2008; SPOCK) Cognitive Strategies (Rehearsal, Pintrich et al. (1991; MSLQ) Elaboration, Organization, Critical Thinking) Metacognitive Self-Regulation Pintrich et al. (1991; MSLQ) Achievement Score 8

10 서론 SMILES Note. ATQ Approach-Avoidance Temperament, SPOCK Student Perceptions of Classroom Knowledge-Building Scale, PALS Patterns of Adaptive Learning Scales, TPQ Tridimensional Personality Questionnaire, BIS Behavioral Inhibition System, BAS Behavioral Activation System, PANAS Positive and Negative Affect Schedule, IPI Inventory of Parental Influence, PASCQ Parents as Social Context Questionnaire, TASCQ Teacher As Social Context Questionnaire, MSLQ Motivated Strategies for Learning Questionnaire,. MAP Mastery Approach Goal, PAP Performance Approach Goal, PAV Performance Avoidance, SMILES Student Motivation in the Learning Environment Scales, AGQ-R Achievement Goal Questionnaire-Revised, ASRQ Academic Self-Regulation Questionnaire, SAQ Science Activity Questionnaire. 9

11 SMILES 서론 참고문헌 Anderman, E. M., Griesinger, T., Westerfield, G. (1998). Motivation and cheating during early adolescence. Journal of Educational Psychology, 90(1), Belmont, M., Skinner, E. A., Wellborn, J., & Connell, J. (1988). Teacher as social context: A measure of teacher provision of involvement, structure, and autonomy support (Tech. Rep. No. 102). University of Rochester, Rochester, NY. Bong, M., Kim, S., Reeve, J., Lim, H. J., Lee, W., Ahn, H. S., Back, S. H., Cho, C., Chung, Y., Hwang, A., Jiang, Y., Kim, H. J., Kim, J. H., Lee, J., Lee, K. H., Lee, M., Lee, S. K., Lee, S. Y., No, U. K., Noh, A., Shin, J., Song, J., Won, S. J., & Woo, Y. (2012). The Student Motivation in the Learning Environment Scales (SMILES). Retrieved from Korea University, Brain and Motivation Research Institute website: nt Campbell, J. R. (1994). Developing cross-cultural/cross-national methods and procedures. International Journal of Educational Research, 21, Carver, C. S., & White, T. L. (1994). Behavioral inhibition, behavioral activation, and affective responses to impending reward and punishment: The BIS/BAS scale. Journal of Personality and Social Psychology, 67, Chao, R. K., & Kaeochinda, K. F., (2010), Parental sacrifice and acceptance as distinct dimensions of parental support among Chinese and Filipino American adolescents. In Russell, S. T., Corckett, L. J., & Chao, R. K. (Eds.), Asian American parenting and parent-adolescent relationships, advancing responsible adolescent development (pp ). New York: Springer. Duncan, T. G., & McKeachie, W. J. (2005). Making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40(2), Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents achievement task values and expectancy-related beliefs. Personality and Social Psychology, 21, Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, Elliot, A. J., & Thrash, T. M. (2010). Approach and avoidance temperament as basic dimensions of personality. Journal of Personality, 78, Fredricks, J. A., & Eccles, J. S. (2002). Children s competence and value beliefs from childhood to adolescence: Growth trajectories in two male-typed domains. Developmental Psychology, 38, Hagtvet, K., & Benson, J. (1997). The motive to avoid failure and test anxiety responses: Empirical support for integration of two research traditions. Anxiety, Stress & Coping, 10, Kim, A. (1997). A study on the academic failure-tolerance and its correlates. Korean Journal of Educational Psychology, 11, Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship and English achievement outcome. Contemporary Educational Psychology, 33, Linnenbrink-Garcia, L., Durik, A. M., Conley, A. M., Barron, K. E., Tauer, J. M., Karabenick, S. A., 10

12 서론 SMILES & Harackiewicz, J. M. (2010). Measuring situational interest in academic domains. Educational and Psychological Measurement, 70, Mann, L., Radford, M., Burnett, P., Ford, S., Bond, M., Leung, K.,... Yang, K. S.(1998). Crosscultural differences in self-reported decision-making style and confidence. International Journal of psychology, 33, Marsh, H. W., Trautwein, U., Ludtke, O., Koller, O., & Baumert, J. (2005). Academic selfconcept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76, Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the School, 43, Martin, A. J., Marsh, H. W.,& Debus, R. L. (2001). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. Journal of Educational Psychology, 93, Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, Midgley, C., Maehr, M., Hicks, L., Roeser, R., Urdan, T., Anderman, E.,... Middleton, M. (2000). Manual for the Patterns of Adaptive Learning Scales (PALS). Ann Arbor: University of Michigan. Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88, Murray, H. A., & collaborators. (1938). Explorations in personality: A clinical and experimental study of fifty men of college age. New York: Oxford University Press. Nie, Y., & Lau, S. (2010). Differential relations of constructivist and didactic instruction to students cognition, motivation, and achievement. Learning and Instruction, 20, Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire(MSLQ). Washington, DC: Office of Educational Research and Improvement. Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, Shell, D. F., & Husman, J. (2008). Control, motivation, affect, and strategic self-regulation in the college classroom: A multidimensional phenomenon. Journal of Educational Psychology, 100, Simons, J., Dewitte, S., & Lens, W. (2004). The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you ll know what you learn! British Journal of Educational Psychology, 74, Skinner, E. A., Johnson, S., & Snyder, T. (2005). Six dimensions of parenting: A motivational model of parenting. Science and Practice, 5, Skinner, E. A., Kinderman, T. A., Furrer, C. J. (2009). A motivational perspective on 11

13 SMILES 서론 engagement and disaffection: Conceptualization and assessment of children s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54, Wills, T. A., Windle, M., & Cleary, S. D. (1998). Temperament and novelty seeking in adolescent substance use: Convergence of dimensions of temperament with constructs from Cloninger s theory. Journal of Personality and Social Psychology, 74, Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology, 96,

지각된 부모-자녀 관계

지각된 부모-자녀 관계 SMILES 지각된부모 - 자녀관계 (Perceived Parent-Child Relationships) SMILES 봉미미, 김성일, Johnmarshall Reeve, 임효진, 이우걸, Yi Jiang, 김진호, 김혜진, 노아름, 노언경, 백선희, 송주연, 신지연, 안현선, 우연경, 원성준, 이계형, 이민혜, 이선경, 이선영, 이지수, 정윤경, Catherine