• Korean Journal of Health Psychology
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• v.14 no.3
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• pp.579-596
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• 2009

This study aimed to develop the Korean tool of competency to consent to psychiatric treatment and to analyze the reliability and validity of this tool. Also the developed tool's efficiency in determining whether a patient possesses treatment consent competence was checked using the Receiver Operating Characteristic curve and the relevant indices. A total of 193 patients with mental illness, who were hospitalized in a mental hospital or were in community mental health center, participated in this study. We administered a questionnaire consisting of 14 questions concerning understanding, appreciation, reasoning ability, and expression of a choice to the subjects. To investigate the validity of the tool, we conducted the K-MMSE, insight test, estimated IQ, and BPRS. The tool's reliability and usefulness were examined via Cronbach's alpha, ICC, and ROC analysis, and criterion related validation was performed. This tool showed that internal consistency and agreement between raters was relatively high(ICC .80~.98, Cronbach's alpha .56~.83)and the confirmatory factor analysis for constructive validation showed that the tool was valid. Also, estimated IQ, and MMSE were significantly correlated to understanding, appreciation, expression of a choice, and reasoning ability. However, the BPRS did not show significant correlation with any subcompetences. In ROC analysis, full scale cutoff score 18.5 was suggested. Subscale cutoff scores were understanding 4.5, appreciation 8.5, reasoning ability 3.5, and expression of a choice 0.5. These results suggest that this assessment tool is reliable, valid and efficient diagnostically. Finally, limitations and implications of this study were discussed.

• The Korean Journal of Coaching Psychology
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• v.8 no.1
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• pp.1-50
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• 2024

The purpose of this study is to identify career barrier factors experienced by career interruption women, develop a tool to measure career barrier, and verify their validity. To this end, preliminary questions were developed by reviewing literature, conducting one-on-one in-depth interviews with 10 women on career interruption, and conducting an open questionnaire with 100 women on career interruption. The subjects of the study were married women aged 20 to 54 who had past employment experience, wanted to be re-employed, and experienced retirement due to marriage, pregnancy, childbirth, childcare, and family care, and the period of career interruption was selected for more than one year. After that, 63 questions were selected for 7 factors. A preliminary survey was conducted on 300 women with career interruption in Korea, and as a result, 63 questions of 6 factors were derived through exploratory factor analysis. The main survey was conducted with 44 questions of 6 factors by partially modifying the questions reflecting the important concepts in each factor. In this survey of 600 people, in order to verify the validity of the constituent concept of this test, the entire sample was divided into two groups, and group 1 (G1, N=309) conducted exploratory factor analysis and group 2 (G2, N=291) conducted confirmatory factor analysis. As a result of exploratory factor analysis for Group 1, 34 questions of 6 factors were finally derived, and a confirmatory factor analysis of Group 2(G2) was conducted to confirm the model fit of the derived factors, and it was confirmed that the model fit criteria were met. In order to verify the convergence validity of the developed career barrier scale, a correlation analysis was conducted with the career barrier test for female college students, and as a result of the analysis, the career barrier scale for women with career interruption and the career barrier test for female college students showed statistically significant correlation. In order to verify the validity of the criterion, the results of a correlation analysis with variables of job preparation behavior, job stress, state anxiety, and life satisfaction were all found to be statistically significant. Finally, the academic, practical, and policy significance and limitations of this study and future research directions were presented.

• Korean Journal of Cognitive Science
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• v.32 no.3
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• pp.141-167
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• 2021

Authenticity is the opposite of hypocrisy or deceitful living in philosophy. While various positive factors that humans experience in life based on authenticity have been studied abroad, most of the studies in Korea that tried to measure authenticity did not take into account the characteristics of Korean culture or were developed only for the purpose of use in a limited domain or specific purpose. In this study, based on the specificity of Korean culture, we developed a measure of authenticity that researchers can use universally. To this end, the items constituting the existing authenticity scale and the items reflecting the cultural value of Korean society, which value social relationships, are integrated. The results of exploratory factor analysis and confirmatory factor analysis indicated that authenticity consists of three factors: self-awareness, behavioral authenticity, and relationship authenticity. In addition, criterion validity was verified based on correlations with life satisfaction, mindfulness, self-esteem, HEXACO, social desirability, self-regulation focus, and emotional diversity. These results suggest that the authenticity scale of this study is a reliable and valid measure, and is expected to be an important tool for empirical individual differences research on authenticity in everyday life in Korean population.

• The Journal of the Korea Contents Association
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• v.15 no.10
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• pp.354-361
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• 2015

The purpose of this study is to investigate validation of the Recovery Assessment Scale(RAS) for Korean Version using Rasch analysis. This study included 60 patients who had chronic schizophrenia and were aged 18 or older. The data were analysed using a Rasch analysis to investigate whether the persons and items fit, the distribution of item difficulty and the appropriateness of the rating scale. 1 out of 60 subjects were found to not fit. 3 out of 24 items were also found to be misfit. The misfitted items was 'I believe that I can meet my current personal goals','Even when I don't care about myself, other people do. ','Coping with my mental illness is no longer the main focus of my life.'. Of the appropriate items, the most difficult was 'I can handle what happens in my life' and the easiest was 'Something good will eventually happen'. The RAS rating scale was shown to be appropriate for patients who had chronic schizophrenia. The item separation reliability was .70, and the person separation reliability was .94. Further studies are needed to investigate validity and criterion cut-off score for many patients with chronic mental illess.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.213-219
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• 2022

The purpose of this study is the construction and internal validation of DT ISD model that incorporates Design Thinking process into Instructional Systems Design. The study proceeded in 3 steps. Firstly, literature review was conducted to examine the process and components of Instructional Systems Design model such as ADDIE. Design Thinking models were also reviewed to determine the probability of integrating Design Thinking with ISD. Secondly, DT ISD model was constructed by adopting 3 principles of Design Thinking to ISD process. Thirdly, the internal validation research was conducted through 3 rounds delphi study and DT ISD model was finally validated by experts of instructional technology and lifelong education. DT ISD model is based upon constructionism in learning theory rather than behavioral or cognitive learning theory such as ADDIE. Hence, DT ISD model is an effective instructional design model for adult lifelong education program. It is suggested that action research is necessary to examine the external validation of DT ISD model.

• Journal of Practical Engineering Education
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• v.15 no.1
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• pp.1-11
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• 2023

The purpose of this study is to develop and validate a tool that measures the satisfaction of virtual training learners' use of virtual training content. To this end, 491 copies of the basic questions derived from the satisfaction questions used by the K University Online Lifelong Education Center were used for the final analysis by conducting an online survey of learners who accessed STEP, the K University Online Lifelong Education Center portal. The 491 copies of data finally used were analyzed by methods such as basic question analysis, exploratory factor analysis, reliability analysis, and confirmatory factor analysis. First, in the basic question analysis, there were no questions that exceeded the acceptance criteria of an average of 4 points or more, skewness ±2, and kurtosis ±4. Second, the correlation coefficient for each sub-factor of virtual training content satisfaction derived after exploratory factor analysis was good as r=.682 to .822 (p<.01). The reliability coefficient for each sub-factor is content .849, content utilization .922, System and Operations Support .841, Intention to Continue Utilization .920, the overall reliability is. It was very high at .956 Fifth, as a result of confirmatory factor analysis, the compositional conceptual diagram is. It was .842 to .926, higher than the recommended standard of .7, and the average variance extraction degree. It appears to be .640 to .796, higher than the recommended standard of .5, which can be seen as representative of each constituent concept. As a result of verifying the validity of virtual training learners' content satisfaction recruitment, four factor models were derived: content substance, content utilization, system and operation support, and intention to continue use. This study is meaningful in that it empirically developed a tool to measure content satisfaction of virtual training learners and provided a reference frame and criteria.

• The Korean Journal of Elementary Counseling
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• v.9 no.1
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• pp.41-58
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• 2010

The purpose of this study was to invent anger-inducing automatic thoughts examination for elementary school children based on its investigation for Korean one. I made the anger-inducing Automatic Thoughts Questionnaire(I, II) and made an examination of the contents of the automatic thoughts with it. Based on it, with preliminary questionnaire 90, I did principal component analysis varimax rotation and then final anger-inducting automatic thoughts examination of 40 question in 2 primary factor construction was consisted. I made 300 students carry out it to know its reliability, propriety and made 100 students carry it out at 2-week intervals test-retest. I divided them in three groups as low, middle and high according to its soore regarding anger-inducting automatic thoughts, I confirmed the variation of each group in positive thoughts, self-esteem, life satisfaction, anger, the result is same as follows; First, the content of Anger-inducting Automatic thoughts for elementary school students is revealed as unreasonableness(56.4%), retailation and passive, active offense(16.3%), blame and contempt(11.9%), injured pride and refusal(9.2%), absurd(3.9%), abandonment and avoidance(2.1%), self-abasement in turn. Second, said inventory is consist of 2 notion; first(20 questions) is blame, retaliation and second(20 questions) is injustice. Inner-item consistency of total 40 question is .97, Split-half reliability is .93, Test-retest reliability is .86. Third, criterion validity is revealed fine by reviewing the correlation between existing index related to the inventory of Anger-inducting Automatic thoughts of the elementary school students. Moreover, to find out discriminant validity, I divided three classes(low, middle, high) according to the score of said thoughts. As a result, there is certain variations when I confirmed variations in groups by reviewing the self-esteem, positive way of thinking, life satisfaction, anger.

• Korean Journal of School Psychology
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• v.17 no.3
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• pp.401-419
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• 2020

The purpose of this study was to validate the Korean Implementation Fidelity Checklist of Tier 1 School-Wide Positive Behavior Support (KIFC-T1) for use in the Korean educational system. Tier 1 support, which is universal supports, within a multi-tiered, school-wide positive behavior support (SWPBS) model, aims to provide support to and prevent problem behaviors among all students in a school. The initial KIFC-T1 consisted of 48 items and 11 factors and was developed based on a literature review. Its content was validated by experts. The validated KIFC-T1 was introduced to 185 special school teachers who had experience implementing SWPBS and who used the instrument to assess the degree to which their schools had implemented Tier 1 support. Based on their responses, the construct validity of the KIFC-T1 was examined using factor, item, and internal consistency reliability analyses. The concurrent validity of the tool was examined using the PBS Evaluation Tool, School Climate Questionnaire, School Discipline Practice Scale, and PBS Effectiveness Scale. The analyses revealed that KIFC-T1 had a stable five-factor structure with 35 items, had good reliability (Cronbach's α=.956, each factor's Cronbach's α=.834-.951), and its results were statistically significantly correlated with those of the PBS Evaluation Tool, School Discipline Practice Scale, and the PBS Effectiveness Scale. However the KIFC-T1's results were not statistically significantly correlated with the results of the School Climate Questionnaire. These results suggest that KIFC-T1 is a reliable and valid tool for assessing the fidelity of universal support implementations.

• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.1-22
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• 2003

The purpose of the present study is to examine implicit capabilities of giftedness by Korean adults and to validate the features of giftedness by asking the gifted students in science, liberal arts, and ordinary. Existing researches have problems as follows; they will make a high error when we distinguish gifted students who applied to various changeable conditions because they only use total score without their sub-attributes and because they designed from the viewpoint of age. And they are difficult and complex for students to understand. This study is composed of two parts, Study 1 and Study 2. In study 1, we examined and analyzed the Korean's implicit concept of giftedness to 328 adults. In Study 2, the features of the Koreans' implicit concept for giftedness were validated to 1154 students in science, liberal arts, and ordinary. Giftedness features and patterns were identified by factor analysis. In the last place, we suggested the distribution of T-value scale for each feature of giftedness.

• Journal of The Korean Association For Science Education
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• v.31 no.4
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• pp.528-538
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• 2011

In this study, we investigated the thinking processes of 7th grade science-gifted students in designing application experiments and analyzed their performance levels in the categorized processes. The analyses of the results revealed that they considered 'setting a problem situation,' 'deciding a strategy,' 'identifying the assumptions,' 'defining the measurements,' and 'validating the assumptions' in the processes of designing experiments. However, their performance levels of the categorized processes were found to be rather low. It was especially insufficient in setting the situations concretely appropriated to solve the problems and checking their own thinking critically by proper criteria. Therefore, we suggested a potential learning strategy for designing experiments such as replacing difficult and abstract situations to concrete and familiar situations. These results may offer some implications in developing an education program for science-gifted students to foster creativity by emphasizing scientific thinking skills such as experiment design ability.