자기주도적 학습능력 척도 개발을 위한 탐색적 시도

이 연구는 자기주도적 학습능력 척도를 개발하기 위한 탐색적 시도를 소개한 것이다. 이론 적 분석 및 경험적 자료 분석 결과, 자기주도적 학습능력은 특정교과에 관련되기보다는 범교과적 성격을 띈 다차원적 구인으로 정의될 수 있음을 밝혔다. 자기주도적 학습능력을 측정하기위해 학습전략, 동기유발, 그리고 자아개념의 세 차원을 핵심으로 하는 자기보고 방식의 척도를 제시하였고, 향후 자기주도적 학습능력의 구인 타당도를 점검하기 위한 방안을 첨가하였다.

The purposes of this study is threefold. First, the study attempts to define the theoretical construct of self- directed learning (SDL) competency. To this end, the study reviewed existing literature on self- regulation, self cognition, and motivation. Second, the study developed a scale to measure self- directed learning competency. A total of 112 items were developed based upon the theoretical framework on SDL and the items were pilot tested in 22 countries around the world. Third, data from pilot test in Korea were analyzed to check the appropriateness of individual item as well as the sub- scales of the SDL. The results indicate that the items were in general of good quality and the scales demonstrated high level of internal consistency.

The SDL scale is going through a revision process. The scale, if it is to be used in international cont ext , needs to be r efined so that the essential aspects of SDL can be measured within a reasonable amount of time per student. In addition, evidences on construct validity and reliability should be collected both national and international context . Specific suggestions were made to provide guidance for collecting multi- fold evidence of construct validity.