본 연구의 목적은 초등학생의 자기조절력 개념과 구성요인을 탐색하고 측정을 위한 척도를 개발하려는 것이다. 이를 위해 자기조절력과 관련된 선행연구에서 정의한 자기조절력 개념의 공통성을 파악하고 유사한 용어와의 비교를 통해 자기조절력 정의를 통합·정리하였다.
그리고 자기조절력 관련 척도들의 구성요인을 탐색하여 공통된 구성 요인을 추출하고 유사한 구성요인끼리 분류하여 자기조절력의 구성요인을 인지조절, 정서조절, 행동조절, 동기조절로 설정하였다. 이를 기초로 문항을 수집·개발하여 전문가 집단의 검토를 통해 내용타당도를확보하였다. 예비 검사에서는 서울 초등학생 200명의 응답 자료를 문항분석, 신뢰도 분석, 탐색적 요인분석 하여 46개의 본검사 문항을 만들었다. 본검사에서는 1,051명의 응답 자료를문항분석, 신뢰도 분석, 구인 타당도 검증, 공인타당도 검증, 내용타당도 재검증을 하여 31개의 최종문항을 확정하였다. 그 결과 본 척도의 타당성과 신뢰도(Cronbach α .939)를 확인할수 있었다. 본 연구를 통해 개발된 초등학생용 자기조절력 척도는 다음과 같은 의의를 지닌다. 첫째, 초등학생의 발달단계와 발달과업에 따른 자기조절력 척도를 개발하였다. 둘째, 다양한 자기조절력 개념을 통합하고 정리하여 이를 바탕으로 개발하여 기존 척도의 한계점을극복하였다. 셋째, 정서조절과 동기조절을 분리하고 독립적인 차원으로 지각하면서 자기조절력 구성요인의 새로운 관계구조를 확인하였다. 마지막으로 초등학생 자기조절력의 수치화된정보를 제공하여 다양한 자기조절력 프로그램 개발이나 다른 변인과의 상관관계를 파악할수 있는 기초자료를 제공할 수 있다.
The purpose of this study is to develop a scale for measuring self-regulation for elementary students and to obtain evidence of validation for interpreting the scores on the scale. To achieve this study purpose, this study proposed the following questions: First, What are the main components for the self-regulation scale? Second, What is the reliability of a self-regulation scale? Third, What is the validity of a self-regulation scale? The scale for the self-regulation of elementary school students developed by this research has the following significance: First, This scale is valid and credible. Self-regulation is difficult to measure in the way that the concept is complex and multifaceted. However a valid and credible scale could be developed by systematic research process. Second, it was developed based on an integrated concept of self-regulation. This study analyzed various self-regulation concepts from each scholar, and then integrated and defined self-regulation by comparison with similar terms. After integrating various concepts from previous studies, this improved scale overcame the previous limitations of other studies. Third, a new relationship structure between organizational factors was found. It presented four factors by analyzing factors of previous scales, extracting the common factors and classifying them as similar factors. This study is also meaningful because it will provide objective information regarding the self-regulation of each student and be a guide for future self-regulation improvement. Also, it will be based on the development of self-regulation improvement. Moreover, it will help to contribute towards exploring and evaluating the psychological characteristics of elementary students through further studies of correlation with other factors.
The purpose of this study is to develop a scale for measuring self-regulation for elementary students and to obtain evidence of validation for interpreting the scores on the scale. To achieve this study purpose, this study proposed the following questions: First, What are the main components for the self-regulation scale? Second, What is the reliability of a self-regulation scale? Third, What is the validity of a self-regulation scale? The scale for the self-regulation of elementary school students developed by this research has the following significance: First, This scale is valid and credible. Self-regulation is difficult to measure in the way that the concept is complex and multifaceted. However a valid and credible scale could be developed by systematic research process. Second, it was developed based on an integrated concept of self-regulation. This study analyzed various self-regulation concepts from each scholar, and then integrated and defined self-regulation by comparison with similar terms. After integrating various concepts from previous studies, this improved scale overcame the previous limitations of other studies. Third, a new relationship structure between organizational factors was found. It presented four factors by analyzing factors of previous scales, extracting the common factors and classifying them as similar factors. This study is also meaningful because it will provide objective information regarding the self-regulation of each student and be a guide for future self-regulation improvement. Also, it will be based on the development of self-regulation improvement. Moreover, it will help to contribute towards exploring and evaluating the psychological characteristics of elementary students through further studies of correlation with other factors.
