earticle

영어

The purpose of this study is to develop and validate the character index instrument to evaluate the effectiveness of character education implemented in elementary, middle, and high schools. The instrument was developed in the process of exploring character constructs throughout the systematic review of literature, creating the model for character index, and identifying the relationship between the theoretical model and data from validity and reliability results. Several character constructs were identified from the previous studies in three dimensions; character content dimension, situational dimension, and educational dimension. First, character content dimension includes sociality, morality, and emotion. The second dimension, situational dimension, consists of individual, interpersonal, and social levels. The last dimension, educational dimension, has knowledge, attitude, and behavior. After items were developed based on the three dimensions, the pilot test was administered to 1026 students to assess item and test fitness for character index. Results of the pilot test suggested inappropriate and weak items for the character index, and those item were removed from the test. Also, the construct validity results indicated three factors with seven sub-factors in which the three factors were identical to the three content areas demonstrated in the character content dimension from the previous studies. Based on the results of the pilot study, 60 items were selected for the operational character test. The operational data were analyzed using Rasch model to verify item fit statistics and scale appropriateness. Also, Confirmatory Factor Analysis(CFA) was conducted for the construct validity and Chronbach alpha was calculated for the test reliability. The results showed that all items supported the proposed theoretical model for the character index and reliability showed high alpha coefficient at .95. In conclusion, this newly developed character instrument will be a useful resource to measure the effectiveness of character education in school settings.

한국어

본 연구는 인성교육의 성과를 평가하고 개선을 도모하기 위해 인성 구인을 탐색하여 인성검사 모형을 설정하고, 이에 기반하여 인성 측정도구를 개발하며, 개발된 측정도구의 타당성과 신뢰성을 검증하려는 목적으로 수행되었다. 인성검사 모형은 도덕성, 사회성, 감성(정서성)의 ‘인성영역’과 함께 개인, 대인관계, 사회의 ‘상황적 차원’ 및 지식, 태도 행동의 ‘교육적 차원’으로 구성되었다. 이 모형을 적용하여 예비검사를 거쳐 인성의 하위영역으로 도덕성(정직, 책임, 윤리), 사회성(배려, 봉사, 공감), 감성(자신에 대한 긍정적 이해, 자기감정 조절)이 타당한 구인이라는 것을 확인하고, 4점의 리커트 척도인 60개의 문항으로 구성된 인성 측정도구를 본 검사에서 실시하였다. 본 검사는 초, 중, 고등학교 학생 총 2,782명에게 실시되었으며, 일모수 문항반응모형인 Rasch 모형에 의해 문항의 적합도와 응답척도의 적절성을 재검증하였다. 구인타당화를 위해서는 확인적 요인분석을 실시하였으며, 신뢰도 검증을 위해 Cronbach α를 산출하였다. Rasch 문항분석은 문항들의 적합성이 모두 양호하며 확인적 요인분석에 의해 계획된 구인들이 제대로 측정되고 있음을 입증할 수 있었다. 신뢰도 역시 .95내외의 높은 α지수를 보여주어, 본 연구에서 개발된 인성 측정도구가 인성교육의 성과를 평가하기에 유용할 수 있다는 것을 보여주었다.