• Journal of Gifted/Talented Education
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• v.20 no.2
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• pp.595-619
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• 2010

This study examined the construct validity of a Korean translated version of the Gifted Rating Scales-School Form (GRS-S). Data were collected from five elementary schools in a metropolitan area and a midsize town in South Korea. Confirmatory factor analysis results indicated that the original factor structure (6-factor solution) fit the data collected from the teachers. However, the 6-factor solution did not fit the data collected from the parents. Thus, exploratory factor analysis was conducted for the parent data. The results showed that seven factors were extracted, and the factors explained 71.96% of the total variance. Unlike the original factor structure, some items of the academic ability scale were grouped with intellectual ability scale, and a creativity scale item and another academic ability scale item were an independent factor. The study outcomes provide preliminary support for a translated version of the GRS-S with elementary students in Korea. More detailed interpretations and implications of the results are discussed in the study.

• Journal of Korea Entertainment Industry Association
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• v.13 no.7
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• pp.285-294
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• 2019

The purpose of this study is to assess construct validity and verify the concept of the Happiness-enhancing Activities and Positive Practices Inventory(HAPPI) developed by Henricksen & Stephens(2013), for Korean old adults who participating physical activities with measuring happiness-related propensity. In this study, the research model was confirmed by evidenced based on the content validity, EFA, construct validity of the latent structure analysis with CFA, reliability as internal consistency. Using self-reported questionnaire conducted among 370 participants who physical activities. Total of 344 data were selected. As a result, internal consistency α was acceptable. Evidence-based on convergent and discriminant of the CFA as GFI=.925, CFI .962, TLI .953, and RMSEA .062 appeared significantly. Model goodness-of-fit, C.R. ratio(Critical ratio: estimates/SE) and Squared Multiple Correlations(SMC), and average variance extracted(AVE) was verified with the hypothesis of the model. Therefore, HAPPI validity evidence for the model fit was confirmed. In conclusion, the HAPPI 4 factors and 16 items(Other-focused, Personal recreation and interests, Achievement, Self-Concordant Work, Spiritual and thought-related) has reliable evidence to apply for Korean old adults and applicable assessment of happiness.

• The Journal of Korean Academy of Sensory Integration
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• v.17 no.1
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• pp.19-29
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• 2019

Objective : The aim of this study was to verify validity of the Activity Participation Assessment for school-age children. Methods : A questionnaire consisting of 30 items from the APA, 75 items from the PACS, and 55 items from the CAPE was administered to elementary school students. A total of 207 questionnaires were analyzed. Confirmatory factor analysis was performed to confirm the construct validity of the APA. Convergence validity and discriminant validity were verified with the average variance extracted (AVE) and the square of the correlation coefficient. The discriminant validity was the Pearson correlation coefficient of the APA, PACS, and CAPE. Results : The results of the analysis were as follows: 1) For construct validity, the goodness of fit of the modified hierarchical second-order factor model was found to be appropriate (p < .001), 2) For convergent validity, the AVE was higher than .50 for all latent variables, 3) For discriminant validity, the AVE of the latent variable was greater than the square of the correlation coefficient (0.239), 4) For concurrent validity, the correlation between the total sum of the APA and PACS scores showed a positive correlation in all domains, and the correlation coefficient ranged from .303 to .647 at a statistically significant level (p < .01), 5) The correlation coefficient between the total sum of the APA and CAPE scores was .490 for recreational activities, .329 for physical activities, .571 for social activities, .401 for skill-based activities, and .390 for self-improvement activities. All domains showed a positive correlation, and were statistically significant (p < .01). Conclusion : APA can be used as a valid assessment tool to measure the participation of school aged children.

• The Korean Journal of Elementary Counseling
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• v.9 no.1
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• pp.21-39
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• 2010

The purpose of this study was to validate the Korean version of Inventory of Parent Attachment(K-IPA), The first version of K-IPA was developed through the process of translation and tack translation of items of parent attachment from Inventory of Parent and Peer Attachment (Armsden & Greenberg, 1986), content validation test with 30 elementary school children, and content validation test with an expert group. The validation test with 964 students (emementary, middle, high school) confirmed all 25 items(each items were asked for mother and father) were appropriate and reliable, K-IPA consists of three different sub-scales, 10 items for trust scale, 9 items for communication scale, and 6 items isolation across all age groups.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.17-17
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• 2010

본 연구는 학생들의 과학 경험의 정도를 정량화 하는데 있어 통일된 측정 도구를 제시하는 것이다. 측정 도구를 구성하는 요인들은 선행연구를 통해 학교 안 과학 경험은 일반 활동 경험, 과학 탐구 경험, 실험 기구 경험으로 세분화 되며 학교 밖 과학 경험은 일반 활동 경험, 취미 활동 경험, 현장 견학 경험 6개의 영역으로 구분을 할 수 있었다. 각각의 요인을 구성하는 질문은 NAEP(1987)에서 사용된 과학 경험 검사 도구와 신영준(2000)의 과학 경험 검사 도구의 문항 중 일부를 발췌하고 더불어 과학 경험에 대한 개방적인 설문지를 통하여 1차 검사를 실시하여 얻은 답변 중 빈도가 많은 답변과 중등 교과서의 탐색적 분석을 통해 영역별 10문항씩 6개 영역의 문항을 선정하였다. 사전 설문조사와 선행 연구를 바탕으로 개발한 검사지를 고등학교 1학년 학생 413명을 대상으로 2차 검사를 실시하였다. 개발한 측정 도구의 타당도는 내용타당도와 구인타당도로 검사하였다. 내용타당도는 2명의 현직 중등교사와 2명의 과학교육전문가가 각 문항이 측정하고자 하는 목적에 부합하는지 심사하였고, 구인타당도는 요인분석을 통해 검사하였다. 신뢰도는 Cronbach $\alpha$를 통하여 문항을 분석하였다. 6개의 영역의 요인에 대하여 타당도와 신뢰도 분석 결과 6개 영역으로 구성된 60문항의 측정 도구는 학생들의 과학 경험을 측정하는 도구로서 적절하다는 결론을 내렸다.

• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.23-41
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• 2003

The purpose of this study was to develop the instruments which can measure motivation as a component of Visual Artistic Giftedness with in elementary school period. This study prescribed the variable factors of measurement after abstract and classify the characteristics of Visual Artistic Giftedness through literature studies. And it produced instruments those are finally composed of 27 items through the preliminary test. They were evaluated in terms of content validity, construct validity, and reliability by implementing them to 679 elementary school children from the first to sixth grades. Statistical analyses were carried out to verify the validities and reliability. Content validity was found to be satisfactory by experts' evaluation on the test items. Construct validity was also found to be satisfactory through factor analyses which showed the four factors which the identification instruments were intended to measure such as, interest/ attitude/ taste, endurance/ concentration, curiosity/ imagination! sensitiveness, aesthetic. Concurrent validity was also found to be satisfactory with high coeffients of Barron- Welsh which were calculated as .76 in motivation. In conclusion, the instruments about motivation of Visual Artistic Giftedness during elementary school period developed by this study are highly reliable on its reliability and validity.

• Journal of the Korean Society of Child Welfare
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• no.36
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• pp.231-259
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• 2011

The purpose of this study is to examine the validity and reliability of the Parental Satisfaction Scale for Child Care Centers, which modified the Client Satisfaction Scale (CSS; Kim, 2009). The subjects of the study were 652 parents of children who were between the ages of one to five and who attended child care centers. The five-point rating scale consisted of 21 items with two sub-dimensions. The results from an exploratory factor analysis identified that there are two dimensions in this scale. Thus, in terms of the face validity of this scale, a two-dimensional scale with 21 items is found to be appropriate. However, the items that consist of the two sub-dimensions are found to be different from that of CSS. The concurrent validity and internal consistency reliability of the revised scale are relatively high. Also, the mean between the upper and lower groups with regard to item discrimination show significant difference. We conclude that the original CSS with minor revisions can be used as a valid and reliable instrument to assess parental satisfaction on child care centers.

• 재활복지
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• v.21 no.1
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• pp.253-277
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• 2017

The purpose of this study was to develop the Constraints in Physical Activity Scale for people with physical Disabilities(CPASD) which measures the constraints in physical activity of people with physical disabilities. For this study, the 5 step analytic framework of unified validity developed by Messick (1995), the framework for conducting a strong program of construct validation by Benson (1998) method were applied. Furthermore, the validity of CPASD was systematically presented by applying common factor model and measurement model to 264 persons with physical disabilities. The conclusion based on the results and discussions of this study is as follows. First, CPASD presented evidence of job validity. Four factors (17 items) were developed, consisting of leader constraints, economic constraints, prejudice, and exercise environment constraints through the analysis of the factor structure and the fit of factor coefficients. Second, the factor structure of the developed CPASD (leader constraint, economic constraint, prejudice, exercise environment constraint) was statistically distinguished and stably reflected the existing exercise participation constraints theory. Third, the developed CPASD presented evidence of the validity of the criteria. Leader constraints and prejudice were negatively correlated with positive motor emotions, leader constraints, prejudice, and exercise environment constraints were positively correlated with negative motor emotions. Therefore, in future research, it is necessary to reevaluate the current system and actual condition related to leader constraints, economic constraints, prejudices, and exercise environment constraints derived as factors of CPASD. To do this, it is necessary to judge the degree of reality based on the causal relationship verification and IRT theory using CPASD.

• 재활복지
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• v.21 no.1
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• pp.27-46
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• 2017

The purpose of this study is to develop tool for the assessment of employment preparedness for people with visual impairments. First, we developed a draft assessment factors. Expert opinion survey, delphi survey, pilot test were conducted to modify contents of the factors. Actual assessments were carried out to test the reliability and validity of the developed tool targeting job seeker with visual disabilities. The total number of valid samples are 253. Principal component analysis, confirmatory factors analysis, and correlation analysis were used for the validity test. Chronbach' alpha analysis was used for the reliability test. As a result of the reliability analysis, the reliability coefficient showed good level of 0.88-0.92. As a result of the factor analysis, it was confirmed that the composition concept of 9 factors were well reflected. The correlation coefficient between employment preparedness tool and job screening tool was 0.501, Which was statistically significant. Therefore, it was evaluated as having a concurrent validity. Finally, it was confirmed that the assessment of employment preparedness for people with visual impairments was valid as assessment tool.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.2
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• pp.130-143
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• 2019

The purpose of this study is to identify factors of 25~36 months old infant's happiness and to develop a scale to measure infant happiness. The subjects were 250 infants aged 25~36 months. The results of this study are as follows: First, the components and items of infant's happiness scale selected through the literature, the previous measurement tool, and the focus group interview were 8 components and 29 items. The items were composed of 4 items of problem behavior, 4 items of achievement through immersion, 4 items of relationship with friends, 4 items of relationship with teacher, 3 items of physical environment, 4 items of positive emotion, 3 items of negative emotion, and 3 items of health. Second, as a result of validation of validity for infant's happiness scale, the item fit was confirmed with CFI=0.89, TLI=0.88, and RMR=0.05. Also, the construct validity was confirmed with convergent validity and discriminant validity. The concurrent validity was significantly correlated with the components of the previously developed measurement tools, and the reliability was appeared with 0.71-0.89. The infant's happiness scale developed in this study ensured reliability and validity as a measurement to measure infant happiness. Therefore, this scale is expected to be used as a major test tool to develope and verify a program for promoting infant happiness.