• Journal of Korea Entertainment Industry Association
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• v.14 no.1
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• pp.137-147
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• 2020

This study is aimed to develop and validate the clinical competence scale of occupational therapy student. The development of clinical competence scale analyzed the definition of clinical performance and previous studies. preliminary examinations were conducted on 203 occupational therapy departments in 3rd and 4th grade to verify item analysis and job validity. After exploratory factor analysis, eight factors of professional consciousness, 11 items of occupational therapy evaluation factors, 4 items of occupational therapy intervention factors, and 4 items of communication factors were extracted into a total of 27 factors. As a result of verifying the reliability of each factor through the internal consistency coefficient Cronbach's α, it was found to be .87~.94 and the overall reliability was .96. The correlation between the total score and the factors of the clinical competence scale was statistically significant. Through the confirmatory factor analysis, the model fit test of the factor structure for 27 items of 4 factors (χ²=.76, df = .31, CFI = .81, TLI = .80, RMSEA = .79) is considered acceptable. Through this study, The clinical competence scale is a valid and reliable scale that can be useful for objectively assessing.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.355-367
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• 2018

The purposes of this study are 1) to identify systems thinking level and definition, 2) to develop a framework for the assessment of systems thinking level, and 3) to develop a rubric for scoring open-ended written responded test. In order to achieve these purposes, a total of 60 articles were analyzed by using the literature analysis framework. The systems thinking level and definition are identified through the results of systems thinking literature analysis. Based on the systems thinking level and definitions, the research derived a framework that includes the core ideas and evaluation content of each level. In addition, rubric for the scoring of open-ended response test items was revised and supplemented. It is concluded that a content validity test on the tools (systems thinking level and definition, framework for item development, rubric) has been developed in the study. The content validity was verified by 7-science education experts. According to the result of CVI, it was found to be more than .95 in all three tools. Based on the results of this study, the research will develop items that can measure students' level of systems thinking. The construct validity and criterion validity of the developed items should be verified systematically. The research could carry out a validation study for the systems thinking measurement related to the core competence emphasized in the 2015 revised curriculum.

• Korean Journal of Culture and Social Issue
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• v.28 no.2
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• pp.107-131
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• 2022

This study was conducted with the aim of developing and validating a measure of the workplace bullying bystander behavior. For the purpose, items were developed by referring to previous studies related to workplace bullying, and behavior subtypes were defined as pro-bullying, defending, and bystander behaviors. After confirming the content validity with the help of experts, a total of 31 preliminary items were composed. The final 26 items were selected by conducting an exploratory factor analysis and verifying the validity and reliability of the scale with a survey of 288 office workers who have directly or indirectly witnessed workplace bullying over the past three years. In this process, it was confirmed that defense behavior was distinguished into two types: Active and supportive. Confirmatory factor analysis was conducted with data from 518 office workers who have directly or indirectly witnessed workplace bullying over the past year, and the validity and reliability of the developed scale were confirmed. As a result of comparing the competing models to reconfirm the subtypes, it was confirmed again that active defense behavior and supportive defense behavior were distinguished. The criterion-related validity of all subtypes was confirmed by setting the criterion variables for workplace bullying behavior, altruistic behavior, pro-social behavior, fear of intervention, moral disengagement, guilt, and moral identity. Based on the result of this study, follow-up research tasks related to workplace bullying bystander behavior scale were suggested and the methods to prevent and intervene in workplace bullying while utilizing workplace bullying bystander behaviors were discussed.

• Korean Journal of Culture and Social Issue
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• v.28 no.4
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• pp.627-659
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• 2022

This study aimed to translate and validate the Positive and Negative Ex-Relationship Thoughts (PANERT), a scale measuring the positive and negative valence of thoughts about past relationships in early adulthood. For this purpose, PANERT was translated into Korean and the study surveyed on 337 single male and female adults in their 20. Then, the gender difference between major variables was analyzed. After going through item analysis, all twelve original items were used to construct the Korean version of PANERT. The confirmatory factor analysis(CFA) supported the two factors structure of the Korean version of PANERT: positive vs, negative thought content valence. Also, the reliability coefficients of each two factors were all satisfactory. As a result of a correlation analysis, the criterion-related validity of the two sub-factors was good with other related scales(Intrusive rumination scale of K-ERRI, K-DASS-21-D, and K-PANAS-Revised) except for changes of self-perception. Finally, the research model was built to examine the mediating effect of two affect responses(positive and negative) in the relationship between two thought content valences and depression. In this process, the convergence and discriminant validity of the Korean version of PANERT were confirmed and the indirect effect was also confirmed in the structural equation model. In conclusion, the Korean version of PANERT consists of two factors and twelve items in total. Also, it is a reliable and valid tool for measuring the thought content valences in the romantic relationship breakup experience of early adults.

• 한국체육학회지인문사회과학편
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• v.57 no.3
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• pp.375-389
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• 2018

This study aims to development and validation a tool to measure physical education teaching anxiety(PETA) among preservice special teacher. In order to achieve this study purpose, first, the preliminary items for measurement scale were collected through open-ended questions and were developed by inductive content analysis from the 100 preservice special teacher. Second, investigation for construct validity was conducted on exploratory factor analysis from the 100 preservice special teacher. Third, in the final process, verify exernal validity was conducted by confirmatory factor analysis and t-test from the 300 presevice special teacher. As a result, the measurement scale of physical education teaching anxiety(PETA) among preservice special teacher consists of 4 main factors with 14 items: pedagogical content knowledge(n=4), understanding students(n=4), class environment(n=3), class management(n=3) factors and this scale has enough suitability.

• School Mathematics
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• v.13 no.2
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• pp.307-321
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• 2011

Recognizing the importance of affective factors in mathematical learning and achievement, international comparative assessment as PISA and TIMSS survey affective achievement as well as scholastic achievement. On the affective survey those items of PISA are categorized by 5 factors ; interest of mathematics, instrumental motivation, Mathematics self-efficacy, mathematics anxiety, mathematics self-concept) and those of TIMSS are categorized by 3 factors; Positive affect toward mathematics (PATM), Students' Self-Confidence in Learning Mathematics(SCM), and Students' Valuing Mathematics(SVM). In this study we carried out Exploratory Factor Analysis, Confirmatory Factor Analysis and Measurement Equivalence/Invariance to find whether the constructs are well defined and divided. As a result of our analysis, some factors were overlapped in PISA whereas the items of TIMSS were categorized as intended in TIMSS study. Based on these results, it is confirmed that the questionnaire items need to be developed to understand our students affective characteristics. Also, how questionnaire of large-scaled international assessment can give implication to the development of the questionnaire of Korean specific.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.291-306
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• 2020

In this study, we developed a learning progression for the structure of the solar system using multi-tier supply form items and validated its appropriateness. To this end, by applying Wilson's (2005) construct modeling approach, we set up 'solar system components,' 'size and distance pattern of solar system planets,' and 'solar system modeling' as the progress variables of the learning progression and constructed multi-tier supply form items for each of these variables. The items were applied to 150 fifth graders before and after the classes that dealt with the 'solar system and star' unit. To describe the results of the assessment, the students' responses to each item were categorized into five levels. By analyzing the Wright map that was created by applying the partial credit Rasch model, we validated the appropriateness of the learning progression based on the students' responses. In addition, the validity of the hypothetical pathway that was established in the learning progression was verified by tracking changes in the developmental level of students before and after the classes. The results of the research are as follows. The bottom-up research method that used multi-tier supply form items was able to elaborately set the empirical learning progression for the conceptualization of the structure of the solar system that is taught in elementary school. In addition, the validity of the learning progression was high, and the development of students was found to change with the learning progression.

• Korean Security Journal
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• no.46
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• pp.87-112
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• 2016

The purpose of this study was to investigate the influence of perceived autonomy support on intrinsic motivation and passion for major students of security martial arts. The subjects were selected 317 people to security martial arts majors universities in the metropolitan area extraction using a convenience sample. AS autonomy support, intrinsic motivation, and passion by research tools construct validity were utilized for statistical verification. Data were analyzed through descriptive statistics, frequency analysis, exploratory factors analysis, reliability analysis, correlation analysis using the SPSS 21.0 and confirmatory factors analysis and structural equation modeling(SEM) using AMOS 21.0. The results of this study were as follows. First, autonomy support of major students for security martial arts had a positive impact on intrinsic motivation. Second, autonomy support of major students for security martial arts had a positive impact on harmonious passion. Third, autonomy support of major students for security martial arts had a impact on obsessive passion. Forth, intrinsic motivation of major students for security martial arts had a positive impact on harmonious passion. Fifth, intrinsic motivation of major students for security martial arts had a negative impact on obsessive passion. The results of structural equation modeling showed that intrinsic motivation partially mediated the relationship between autonomy support and harmonious passion. And the relationships between autonomy support and obsessive passion were completely mediated by the intrinsic motivation.

• School Mathematics
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• v.19 no.4
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• pp.775-793
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• 2017

In this study, instruments were developed to measure of mathematics attitudes by conceptualization of epistemological beliefs as a cognitive dimension, mindfulness as a conative dimension, affect as an affective dimension. Perry's epistemological development scheme and Langer's mindfulness theory was noticed as a theoretical approach. Exploratory factor and confirmatory factor analyses, and a reliability test were assessed. This article suggest a new framework for analysing attitudes toward mathematics and changes in attitudes toward mathematics.

• Journal of Science Education
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• v.42 no.3
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• pp.308-321
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• 2018

The purpose of the study is to develop a questionnaire that examines unskeptical attitudes in scientific inquiry context. The questionnaire items were developed through literature research, expert review, and statistical analyses for validity and the differences in scores were identified by gender and tracks. A total of 363 high school students participated in the study. To explore the validity evidence of items, the Rasch analysis and the reliability of internal consistency were performed, and the two-way ANOVA was performed to compare the scores of the unskeptical attitudes between gender and academic track. Self-reporting and Likert-scaling 23 items were developed to measure unskeptical attitudes in scientific inquiry context. The items were developed in the sub-domain of scientific inquiry: 'questioning and hypothesis generating,' 'experiment designing,' and 'explaining and interpreting.' Second, the validity and reliability of the unskeptical were identified in a rigorous method. The validity of items were identified by multi-dimensional partial score model analysis through the Rasch model, and all 23 items were found to be fit to model. Various reliability evidences were also found to be appropriate. It was found that there were no significant differences of unskeptical attitude score between the gender and academic track except one comparison. The developed questionnaire could be used to check an unskeptical attitude in the course of scientific inquiry and to compare the effects of scientific inquiry classes.