청소년 학습전략 검사(ALSA: Assessment of Learning strategy for Adolescent) 타당화 연구

Abstract

본 연구는 청소년 학습전략 검사(Assessment of Learning Strategy for Adolescent; ALSA)의 타당성을 검증한 것이다. 기존의 학습전략 검사가 단지 학습전략 자체만을 측정했던 것에 비해, 청소년 학습전략 검사는 자아 효능감과 학습동기, 학습전략을 동시에 측정함으로써 학생의 학업 성취에 중요한 영향을 주는 정서적 측면과(자아 효능감), 교수적 측면(학습 동기, 학습 전략)을 함께 측정했다는 점에서 의의가 있다. 본 연구에서는 청소년 학습전략 검사의 신뢰도와 타당도를 검증하되, 타당도는 구인타당도, 준거타당도, 학습전략 프로그램에 참여한 학생들의 학습전략 능력 향상정도를 제대로 검증해 내는가의 측면에서 살펴보았다. 내적합치도 결과는 전체 .92로 높은 편이었으며, 확인적 요인분석을 통한 구인타당도 결과는 주요 적합도 지수인 RMSEA(0.050), NFI(0.947), CFI(0.977), NNFI(0.974)에서 적합한 것으로 나타났다. 또한, 사고양식 검사(p<.05)와 스트레스 대처 검사(p<.01)와의 상관을 통한 준거타당도 결과도 적합한 것으로 나타났다. 그리고 실제 학생들의 학습전략 능력의 향상 정도를 비교한 사전․사후 검사(p<.05)에서도 차이를 나타내어 학습전략 향상정도를 검증해 내는 데에도 효과적인 검사도구임이 밝혀졌다.

A number of learning strategy programs are being developed, as the awareness widely spreads that improvement in the ability of using learning strategies has positive effects on students' academic achievements. Dong-Il Kim (2004) suggested Assessment of Learning Strategy for Adolescent (ALSA) in which four areas that affect academic achievements - academic motivation, self-efficacy, cognitive·metacognitive strategy and resource management strategy - can be simultaneously measured. While the existing learning strategy assessment measure only learning strategies, ALSA has an advantage of integrating emotional aspects (self-efficacy) and teaching aspects (academic motivation and learning strategies) that have an important influence on students' academic achievements by simultaneously measuring academic motivation, self-efficacy and learning strategy. As well, it can be used to diagnose students' ability of using learning strategy and to verify the efficiency of learning strategy programs. this study verified the validity of ALSA among older elementary schoolers. The rest results are as follows: 'ALSA' showed relatively high level of reliability in the whole test and each area. The confirmatory factor analysis using Amos 4.0 to verify construct validity revealed that the structural equation model including 4 construct validity and each sub-category by construct in ALSA showed fit index at a satisfactory level. To secure criterion-related validity, ALSA showed significant correlation with thinking style, stress coping. On the other hand, academic motivation did not show significant correlation with ALSA, but it demonstrated a significant difference in discriminating the upper 25% and the lower 25% in academic achievement. learning strategy programs were given to 32 Year 5 elementary schoolers in suburban Seoul, and pre-and post-tests were conducted to see if ALSA can appropriately verify improvement in students' academic achievement ability.