• 한국체육학회지인문사회과학편
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• v.58 no.1
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• pp.295-308
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• 2019

The purpose of the present study is to apply a health belief model to the serious perception of an increase in youth obesity, and to develop and validate a measurement tool for youth obesity prevention among this group who are experiencing increasing rates of obesity. The specific goals of this study are to 1) apply a health belief model to develop a measurement tool for obesity prevention among youth who are seeing rising rates of obesity, and 2) provide an integrated validation procedure and foundation for developing this measurement tool. A total of 1801 high school students[sample1: 902(male:464,female:438); sample2: 899(male:464,female:438)] were recruited and collected data from 12 high school in Seoul and Kyonggi area. For this study the analytic framework of unified validity was developed which can comprehensively reflect unified validity be Messick(1995), framework for conducting a strong program of construct validation by Benson(1998), the unified validity implementation method of Rasch model suggested by Wolfe and Smith(2007a, 2007b). Furthermore, after dividing the developed analytic framework into each stage(the substantive domain), the evidence of validity of Youth Obesity Prevention Scale(YOPS) applying Health Belief Model was systematically suggested. The YOPS suggested the evidence about the substantive domain of unified validity. The developed YOPS was consist of Susceptibility, Severity, Benefits, Barriers and Cues to Action. After 3 stage in substantive domain, the components of YOPS(5factors and 28items) satisfied the unidimensionality, and the 5 point Likert scale had the significant discrimination of the respondents' response.

• The Journal of Korean Academy of Sensory Integration
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• v.19 no.1
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• pp.24-38
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• 2021

Objective : This study aimed to create a Korea translation of the Evaluation in Ayres Sensory Integration (EASI) and to then test the adapted version for construct validity. Methods : The translation and content validation process were conducted in accordance with a four-step process, namely translation, integration, content validity examination, and backward translation. The construct validity of the translated version was evaluated using the EASI for children aged 3~12 years with and without sensory integration problems, comparing the two groups as well as preschool and school-aged groups. The group comparison was analyzed using the Mann-Whitney U test in SPSS. Results : In terms of content validity, all 20 items averaged more than 3.17 points. Of the four EASI categories, there was a difference in Sensory Perception (p=0.044) between the typical and sensory integration groups, and there was a statistical difference between tactile and vestibular sensations. Between the preschool and school-aged children, statistical difference was observed in two categories, namely Praxis and Ocular-Postural-Bilateral Motor Integration. Conclusion : Based on its construct validity, the Korean version of EASI is suitable for use in research. The construct validity study highlighted items that explain differences between typical and diagnostic children and items that explain those differences by age. Our findings could therefore be considered when interpreting EASI results.

• Journal of Music and Human Behavior
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• v.17 no.2
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• pp.83-100
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• 2020

The purpose of this study was to develop and validate the music program based on social-emotional learning (SEL) to facilitate social inclusion between children with and without disabilities studying together in inclusive classes. For program development, the literature on social inclusion programs and SEL programs were analyzed. Program components were extracted from the literature review and based on the review activities were also selected. The participants were fifth- and sixth-grade elementary school students, including children with intellectual disabilities, and the program was implemented over 12 sessions during the students' creative experiential activity class. The validity of the program was evaluated by teachers and the specified program contents were modified and finalized reflecting the professionals' recommendations. This study supports that SEL-based music program can be effectively applied to inclusive education. The developed music program is also expected to improve the social and emotional capacity of children in inclusive classrooms and to increase the social inclusion between children with and without disabilities.

• 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.16 no.3
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• pp.165-192
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• 2012

This study aims to develop a valid self-report scale for the community integration of persons with psychiatric disabilities. To this end, conducted were in-depth interviews with individuals with psychiatric disabilities, consultation with experts, and a survey. First, literature review and the in-depth interview with individuals with psychiatric disabilities were collected questionnaires regarding the community integration of persons with psychiatric disabilities. Second, preliminary research 1 focused on the selection and modification of the items collected in the first research. Final 44 items were selected by the verification of the importance and content-validity of items under the advices of professionals. Lastly, preliminaty research 2 applied cross-validation method to the data from 524 cases in order to verify the factor structure and concept-validity of the items. The result of exploratory factor analysis shows that 5 factor structures are the most appropriate, and the confirmatory factor analysis suggests that the Self-reporting Scale of Community Integration for the person with psychiatric disabilities consists of 27 questionnaires which compose 5sub-concepts such as'psychological integration','physical integration', 'social support', 'social integration', 'independence/self-actualization'. Moreover, this scale was significantly related to the 'Life Satisfaction scale for the person with psychiatric disabilities'. This proved concurrent validity of the scale.

• Korean Journal of Child Studies
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• v.22 no.2
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• pp.255-275
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• 2001

The purpose of this study was to construct a rating scale of infant and toddler development for the use of teachers in their observations of children during daily activities. The scale consists of 201 items measuring motor, self-help, socio-communicative, socio-emotional, and cognitive development. Quality, reliability and validity were examined with the use of a nation-wide sample of 1,245 children from classes of 1- and 2-year-olds. Tests on validity and reliability were high in terms of content validity evaluated by early childhood professionals, concurrent validity with the Bayley Scale, internal consistency among raters, and test-retest reliability. Factor analysis showed that the developmental areas of infants and toddlers are not clearly differentiated but are interrelated with each other. The scale was standardized by providing nation-wide norms with raw scores, percentiles, and standardized scores.

• 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.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.63-78
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• 2014

Integrative STEM education is an engineering design-based learning approach that purposefully integrates the content and process of STEM disciplines and can extend its concept to integration with other school subjects. This study was part of fundamental research to develop an integrative STEM education program based on the science inquiry process. The specific objectives of this study were to review relevant literature related to STEM education, analyze the key elements and value of STEM education, develop an integrative STEM education model based on the science inquiry process, and suggest an exemplary program. This study conducted a systematic literature review to confirm key elements for integrative STEM education and finally constructed the integrative STEM education model through analyzing key inquiry processes extracted from prior studies. This model turned out to be valid because the average CVR value obtained from expert group was 0.78. The integrative STEM education model based on the science inquiry process consisted of two perspectives of the content and inquiry process. The content can contain science, technology, engineering, and liberal arts/artistic topics that students can learn in a real world context/problem. Also, the inquiry process is a problem-solving process that contains design and construction and is based on the science inquiry. It could integrate the technological/engineering problem solving process and/or mathematical problem solving process. Students can improve their interest in STEM subjects by analyzing real world problems, designing possible solutions, and implementing the best design as well as acquire knowledge, inquiry methods, and skills systematically. In addition, the developed programs could be utilized in schools to enhance students' understanding of STEM disciplines and interest in mathematics and science. The programs could be used as a basis for fostering convergence literacy and cultivating integrated and design-based problem-solving ability.

• 한국노년학
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• v.38 no.1
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• pp.203-223
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• 2018

This study examined the validity and the reliability of the perceived elderly stigma scale. Moreover, we investigated the relationships between the perceived elderly stigma and demographic factors (age, gender, education, and income). The initial scale consisted of 5 factors (ability, personality, appearance, authoritarian dependency, and child-obsession) and 28 items. In order to test the validity and the reliability of the scale, this study conducted a survey with 693 adults aged 18 to 65. Based on the confirmatory factor analysis (CFA), the scale was modified to 5 factors (ability, personality, appearance, authoritarian dependency, and child-obsession) and 15 items and its convergent validity and discriminant validity were confirmed. In terms of the relationships between the perceived elderly stigma and demographic factors, age had a negative relationship with the "ability" stigma, and education was a negatively associated with the "appearance" stigma.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.161-170
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• 2018

Various forms of visual representations enable scientific discovery and scientific reasoning when scientists conduct research. Similarly, in science education, visual representations are important as a means to promote students' understanding of science concepts and scientific thinking skills. To provide a framework that could facilitate the effective use of visual representations in science classroom and systemic science education research, a visual representation competence taxonomy (VRC-T) was developed in this study. VRC-T includes two dimensions: the type of visual representation, and the cognitive process of visual representation. The initial categories for each dimension were developed based on literature review. Then validation and revision was made by conducting teachers' workshop and survey to experts. The types of visual representations were grouped into 3 categories (descriptive, procedural, and explanative representations) and the cognitive processes were grouped into 3 categories (interpretation, integration, and construction). The sub categories of each dimension and the validation process would be explained in detail.