청소년 사회･정서적 역량 검사의 개발과 타당화

Development and Validation of the Social-Emotional Competence Assessment for Adolescents

이 연구의 목적은 청소년의 사회·정서적 역량을 측정할 수 있는 검사 도구를 개발하고 그 타당성을 검증하는 것이었다. 연구는 21세기 역량 중심의 교육 패러다임을 기반으로, 사회·정서적 역량 관련 선행연구를 고찰해 청소년의 사회·정서적 역량을 설명하는 구성개념을 검토했다. 문헌연구와 전문가 검토를 통해 5가지 요인(공동체 의식, 협업, 갈등 해결, 스트레스 대처, 회복탄력성)과 50개 문항을 도출했으며, 예비조사와 분석을 거쳐 최종적으로 30개 문항으로 구성된 도구를 개발했다. 검사 도구의 타당성을 검증하기 위해 확인적 요인분석을 실시한 결과, 5요인 모형이 청소년의 사회·정서적 역량을 측정하는 데 타당한 도구로 확인되었으며, 각 하위 요인별 신뢰도도 양호했다. 또한, 다집단 확인적 요인분석을 통해 학년과 성별에 따라 구인동등성을 검증한 결과, 이 도구는 중학생과 고등학생, 남학생과 여학생 모두에게 동일하게 사용할 수 있음을 확인했다.

The purpose of this study was to develop an assessment tool to measure adolescents' social-emotional competence and to validate its reliability. The study identified the educational paradigm focused on competencies for fostering 21st-century talent, reviewed previous studies on social-emotional competencies, and established the conceptual framework that explains adolescents' social-emotional competence. Following the tool development process, a test was created, and its validity and generalizability were confirmed. The study initially derived 50 items based on five factors (sense of community, collaboration, conflict resolution, stress management, and resilience) through literature review and expert validation. After preliminary research and analysis, 20 items were removed. In the final survey, 30 items were retained, with six items for each factor. Confirmatory factor analysis was conducted to verify the construct validity of the 30-item scale, confirming that the five-factor model is a valid tool for measuring adolescents' social-emotional competence. The reliability for each sub-factor was also found to be satisfactory. Additionally, multi-group confirmatory factor analysis was used to test whether the tool could be applied equally across different school levels (middle school, high school) and genders. The results showed that configural invariance, partial metric invariance, partial scalar invariance, and partial residual invariance were established, indicating that the scale can be used consistently across both middle and high school students, as well as for both male and female students.