Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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Validation of Science Self-Efficacy Scale for Pre-Service Teachers and Latent Mean Analysis According to Background Variable

예비 교사들을 대상으로 한 과학적 자기 효능감 척도 타당도 검증과 배경 변인별 잠재평균분석

  • Received : 2021.12.18
  • Accepted : 2022.01.12
  • Published : 2022.02.28
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Abstract

This study aims to 1) verify the validity of the Science self-efficacy scale and 2) perform a latent mean analysis of the background variables about a pre-service teacher. The study uses pre-tests to analyze data from 187 pre-service teachers, which uses Tark's Science self-efficacy scale (2011). To identify the factor structure, exploratory factor analysis was performed. Based on the results of the pilot test, the expert group council revised the scale for the pre-service teachers to respond to the 3-factor structure. In the main test, 354 data were analyzed through a modified Science self-efficacy scale, and exploratory and confirmatory factor analyses were performed. The results of the study are as follows: First, in the pilot test, the pre-service teacher responded to a 3-factor instrument, but the validity of two items was examined further below. Second, the pre-service teachers responded to a 3-factor instrument on 29 items for the modified Science self-efficacy scale. The total reliability of the instrument was .886 and the reliability of each factor was analyzed as .882-.886. Finally, the latent mean analysis by gender showed that females have a higher self-regulation efficacy factor and males have a higher self-confidence factor (Cohen's d > .3). Furthermore, there is a significant difference in task difficulty preference and self-regulatory efficacy factor (Cohen's d > .8) between the college preparatory and science subject preference. This study provides important insights into and contributions to the accurate scientific self-efficacy diagnosis of pre-service teachers, as well as proposes a curriculum to improve the scientific self-efficacy of prospective teachers.

이 연구의 목적은 예비 교사들을 대상으로 과학적 자기 효능감 척도의 타당도 검증과 배경 변인에 따른 잠재평균분석을 통해 예비 교사 교육에서의 시사점을 도출하는 것이다. 이를 위하여 187명의 예비 교사들을 대상으로 과학적 자기 효능감 척도(Tark, 2011)를 활용한 사전 검사를 진행하였다. 그리고 탐색적 요인분석을 통해 도출한 결과를 바탕으로 전문가 협의회를 실시하여 문항을 보완한 후 354명의 예비 교사들에게 본 검사를 실시하였으며 탐색적 요인분석과 확인적 요인분석을 실시하였다. 분석 결과 사전 검사에는 과학적 자기 효능감 척도에 예비 교사들은 3개 요인으로 응답하였으나 2개 문항의 타당도가 낮게 나타났다. 수정한 척도를 활용하여 본 검사를 실시한 결과 29개 문항이 의도한 3개 요인에 적재되었음을 확인하였으며 각 요인별 신뢰도는 .882~.886으로 나타났다. 예비 교사들의 배경 변인에 따른 잠재평균분석을 실시하여 효과 크기를 도출한 결과, 성별에 따라서는 자기조절효능감(Cohen's d > .5)은 여성이 자신감(Cohen's d > .3)은 남성이 유의미하게 높은 결과를 보여주었다. 진로 계열과 과학에 대한 선호도 변인에서는 과제곤란도선호 요인과 자기조절효능감 요인에서 자연(이공)계열, 그리고 과학에 긍정적 선호를 선택한 예비 교사가 유의미하게 큰 효과크기 차이(Cohen's d > .8)를 보여주었다. 이 연구 결과를 토대로 수정된 과학적 자기 효능감 척도를 활용하면 예비 교사들의 과학 과목에 대한 자기 효능감을 정확히 진단하는데 큰 기여를 할 것이라 판단된다. 또한 과학적 자기 효능감 검사 결과를 바탕으로 예비 교사들의 과학적 자기 효능감을 효과적으로 향상시킬 수 있는 교육과정 및 교육 내용 개편에도 기여할 수 있을 것이다.

Keywords

Acknowledgement

이 논문은 2021년도 대구교육대학교 학술연구비 지원으로 연구한 것임

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