• (The) Korean Journal of Educational Psychology
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• v.23 no.3
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• pp.645-663
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• 2009

The purpose of this study is to develop and verify a Korean Diagnostic Scale of Multiple Intelligence(MI), which will be an alternative test to avoid problems with former Shearer's MI test and to adopt H. Gardner's suggestions to develop MI assessment. The test is developed 5 types; kindergartner, elementary lower grader, elementary upper grader, middle schooler, high schooler test. A form of test is diversified with 3 types; multiple-choice items for accomplishment, true or false items for ability, and self-reported items with likert scale for interest and ability. According to H. Gardner's suggestions, we have tried to reanalyze key component of MI, analyze an overlapping or hierarchical relationship between intelligences, develop intelligences-fair items, diversify form of item. We have developed a final standardized test through a primary, secondary preliminary-test analysis, and sampled 5,585 students by age, gender, and regional groups. As a result of this sampling test, we can get a norm score and compare individuals with other's score relatively. To verify this test, we analyzed behavior observation, mean, standard deviation, a percentage of correct answers, reliability of each test type, correlation between intelligence scales, Kruskal-Wallis test of mean rank of career choice by intelligences. As a result of correlation analysis between sub-intelligence scales, we can conclude that this MI test is satisfied with intelligence independent assumption. Besides, as non-parametric statistics test(Kruskal-Wallis) of career choice by intelligences, we can identify that MI is related with domain of career choice. This test is not a linguistic and logical-mathematical biased test but a intelligences-fair test. It makes us compare individual's potential with a norm score. Besides, it could be useful as a means of educational prescription or counsel in comparison with ability, interest, and accomplishment of individual. But this test is limited to do factor or correlation analysis between types of sub-test, because items are minimized for a time-constraint and a heavy burden of test receiver. But if it could be tested with increased items by two sessions, further research could be expected to get over this constraints and do a further validation analysis.

• Science of Emotion and Sensibility
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• v.20 no.1
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• pp.95-104
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• 2017

This study aims to develop a reliable and valid Geriatric Reaction Inventory-Simplified Form (GRI-SF). Reaction inventory for measuring anger (Evans & Stangelang, 1971) is an assessment tool in a view of stimuli for measuring the level of anger invoked from the anger-triggered experiences. Yet, the inventory, comprised of 76 items, is sometimes incapable of finishing up the lengthy questionnaire. In the sense, a simplified form of RI is necessary for those lacks cognitive ability such as stroke patients or the elderly. In study 1, a full version of Reaction Inventory was given for the elder who are above 60, and ten items out of 76 was selected to form GRI-SF based on the psychometric theory. In study 2, the reliability and validity of GRI-SF was tested by another sample group of elderly with some additional examinations. The reliability was good with Cronbach's alpha of 0.79. Based on the fact that GRI-SF measures the personal trait anger, GRI-SF should not be only strong correlation with the scores of trait anger strongly, but be less correlated with scores representing other aspects of anger. As a result, GRI-SF score showed strong correlations with trait anger among other sub-categories of State-Trait Expression Inventory (STAXI), and was less correlated with anger-out score which reflects behavioral aspect of anger. Moreover, it is less correlated (r=.41) with hostility representing attitudinal or cognitive aspects of anger. Consequently, GRI-SF, constructed by this research, is verified to be a reliable and valid tool for anger measurement.

• Journal of Korean Society of Transportation
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• v.29 no.6
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• pp.25-37
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• 2011

This research aimed to investigate whether commercial drivers' situation awareness ability is related to their frequency and magnitude of caused accidents and penalty points. For the purpose of measuring drivers' situation perception and interpretation capacities, two tests named 'situation awareness test' and 'hazard perception test' were developed. The tests were based on the data from 299 commercial drivers (test drivers) using a driving simulator. The outcome of drivers' performance on situation awareness and hazard perception tests was designed to be categorized into 5 grades, classifying the best as grade 1 and the worst as grade 5. As the result, low grades on situation awareness test had positive relationship with accumulated penalty points, frequency of accidents and safety index. Grades on hazard perception test were also positively correlated with accident frequency and safety indices. This suggests situation awareness ability of commercial drivers is significantly related to traffic violations and accident causing tendencies.

• The Journal of the Korea Contents Association
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• v.9 no.12
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• pp.923-931
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• 2009

The purpose of this study is to testify construct validity of Self-directed Learning Perception Inventory for middle school students(Lee, 2008). For the purpose, First, test was done with 1202 middle students sampled from nationwide. As a result of confirmatory factor analysis using structural equation model, we confirmed 7 factor model was generally appropriate and acceptable. Second, in order to test criterion-related validity, test was done with 530 middle school students sampled form Seoul, Gyeonggido, Chungchongdo. The inventory has criterion-related validity enough to be a tool for measurement. Reliability of this inventory was .94 and retest reliability was .91. The limitation of this and suggestion for future research were discussed.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.1
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• pp.57-80
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• 2015

This study was to develop the mathematics test-preparation and the test-taking strategies scales for elementary school students. Elementary school students and teachers participated in developing factors and items of the mathematics test-preparation and test-taking strategies scales. The subjects were 857 students in 6th grade from 13 elementary schools in G-city. The variable-centered approach such as exploratory factor analyses, confirmatory factor analyses, and reliability analyses were used for validating the scales. The results of the study were as follows. First, the mathematics test-preparation and the test taking strategies scales for elementary school students consisted of three strategies: cognitive, metacognitive, and learning resources management strategies, respectively. Second, the mathematics test-preparation strategies scale for elementary school students comprised of three factors and 23 items, and the mathematics test-taking strategies scale three factors and 24 items. The scales could be used to assess elementary students' mathematics test-preparation and test-taking strategies and to further develop programs for enhancing strategies use.

• The Journal of the Korea Contents Association
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• v.20 no.9
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• pp.577-588
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• 2020

The purpose of this study is to conduct the Korean translation and validity of the Unconditional Positive Self-Regard Scale(UPSR) that Patterson and Joseph(2006) originally developed based on the Rogerian person-centered theory. K-UPSR was adapted, modified and validated from the UPSR Scale. This study verified reliability and validity, and factor structure of K-UPSR. The preliminary study was proceeded with twelve adapted questions to 131 undergraduate and graduate students. As a result, three questions were deleted for the low reliability. The exploratory factor analysis of the nine questions showed two sub factors. The internal consistency reliability of nine questions with two sub factors was .89 in this study. The study was conducted by 419 male and female adults and verified confirmatory factor analysis and the validity. The study data was evaluated for the suitability of convergent and discriminant validity of K-UPSR. Through the correlation analysis of other five scales, the result was mostly corresponded to the preliminary study.

• Korean Journal of Social Welfare
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• v.66 no.2
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• pp.255-286
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• 2014

This study aimed at developing and validating two standardized measures, 'power controllability', and 'power desirability', which can be utilized to categorize power relationships among the school youth. In order to identify initial items for the measures researchers conducted individual as well as focus group interviews with middle and high school students. School teachers and other school related professionals involved in ensuring both the face validity and the content validity of the initial items. For the finally selected items both exploratory and confirmatory factor analyses have been executed with the sample of 1,822 students attending elementary, middle, and high schools in the metropolitan area of Seoul, Korea. To test the validity of the confirmed factor structure of the measures the new sample of 348 middle school students were employed from the metropolitan area. Both construct validity and reliability were calculated from the validity test sample. Based on the two developed measures 4 types of power relationship were identified among the students. The four types of power relationship turned out to predict well the roles that students take in the field of school violence.

• 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.

• Proceedings of the Korean Society for the Gifted Conference
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• 2003.05a
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• pp.109-126
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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 expert’s 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 Gifted/Talented Education
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• v.24 no.5
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• pp.733-755
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• 2014

This study aims to develop and validate Creative Problem Solving Profile Inventory (CPSPI) which is a scale to measure the creative thinking style, based on the CPS theory. For redeeming the limits of existing scales, this study developed an inventory which includes an evaluation for cognitive ability as well as cognitive preference and the stage to share an idea with others and persuade (Persuasion & communication stage). At the early stage, 7 factors (stages) and 82 items were developed and finally, 5 factors and 39 items were selected through item analysis and validation of construct validity. In conclusion, CPSPI will be used as an educational tool for self-development by knowing own's strengths and weaknesses in the creative problem-solving process, and help in displaying cooperative creativity by understanding other people and interaction, based on creative thinking profiles of group members.