사회과 교육과정 개발에서 요구분석의 문제점과 개선방향

한춘희 이화여자대학교 교과교육연구소 2009 교과교육학연구 Vol.13 No.1

모든 국가교육과정을 개발할 때 실시하는 것이 교육과정 개정에 대한 요구분석이다. 요구분석이란 현재 상태와 바람직한 상태의 격차를 결정하고 그것의 본질과 원인을 점검하여 미래 행동을 위한 우선순위를 찾는 일이다. 이 글에서는 제7차 사회과 교육과정 개발시 실시한 요구조사와 2007년 개정 사회과 교육과정을 위하여 실시한 기초조사를 분석하여 요구분석의 실태와 문제점을 파악하고 개선 방향을 제시하여 향후 사회과 교육과정 개발에 시사점을 제시하고자 한다. 본 연구의 결과 사회과 교육과정 개발에 있어 요구분석은 다음과 같은 방향으로 이루어져야 한다는 것을 밝혔다. 요구분석의 모형을 검토하여 공통적으로 추출해낼 수 있는 요구분석의 요소를 바탕으로 일반적인 요구분석의 절차를 정립하여 활용하고, 요구분석의 내용적 측면에서 사회 변화의 모습과 방향 그리고 미래 사회의 요구에 대한 폭넓은 조망이 필요하다. 또 정치, 경제, 사회, 문화, 외교 등 각 분야의 석학, 각 분야의 실천가, 정부, 지역사회 전문가, 교육학자, 교과교육 전문가, 학부모 등 다양한 요구분석 대상의 확대가 필요하며, 요구분석 내용과 대상 집단에 따른 요구분석 방법을 다양화하고 주기적·장기적 연구 방법이 필요하다. 끝으로 요구분석 결과는 우선순위를 결정하여 제시하여야 한다. 요구분석 결과가 의사결정에 유용한 정보가 되도록 하기 위하여 우선순위 결정 준거인 중요도와 실현 가능성을 토대로 우선순위를 결정하여 제시하여야 한다. Every nation carries out needs analysis for curriculum revision before developing a national curriculum. Once needs for curriculum revision are analyzed, the results are reflected in the revision. In conducting needs analysis, they define the gap between what it is and what should be is defined, the nature and causes are identified, and priorities for future actions are decided. This study set out to analyze the needs survey taken when developing the Seventh National Social Studies Curriculum and the preliminary research conducted for another revision of the social studies curriculum. It also aimed to identify the current state and problems of needs analysis, suggest directions for improving it, and provide implications for future development of social studies curricula. Needs analysis should be improved as follows in terms of procedure, content, subject, and group method so that needs for social studies can be widely accepted in the revision process and reflected in a revised curriculum: First, it is necessary to review the models of needs analysis in the procedure of needs analysis, set up a common procedure for needs analysis based on the common elements of needs analysis, and make use of it when revising the old social studies curriculum. Second, a broad perspective should be taken of the aspects and directions of social changes and the demands for future society in respect to the content of needs analysis for social studies. Third, a wide variety of individuals should participate in the development of a social studies curriculum including distinguished scholars and practitioners of various fields such as politics, economy, society, culture, and diplomacy, the government, community experts, pedagogists, curriculum experts, and parents. Fourth, the methods of needs analysis should be diversified according to the contents and subject groups and furthermore be regular and long-term to constantly examine social needs. Finally, the results of needs analysis should be presented according to priorities. Those who conduct needs analysis need to determine the priorities of the analysis results based on importance and feasibility, which are the reference to determine priorities, so that the results can serve as useful information for decision making. In a country like Korea where a national curriculum is regarded as holy scripture, partial revisions are preferred to all-out revisions when deciding directions for future education. In addition, it's important to have research institutes conduct constant research, required personnel, enough applications in the field, and works of revision before making the final decisions.

A study on the social service needs types of young adult and influencing factors

하태정 연세대학교 사회복지연구소 2023 한국사회복지조사연구 Vol.79 No.-

This study aimed to categorize the social service needs of young adults, identify their characteristics, and identify the influencing factors that distinguish the types of needs. To this end, latent class analysis(LCA), basic analysis, and multiple regression analysis were conducted on the 2021 Youth Socio-Economic Survey data. The analyses classified the youth’s needs for social services into four groups: employment, health, and housing needs-intensive(26.7%), high even level in all needs (27.7%), low-level needs(23.1%), and culture and leisure needsoriented( 22.5%). In addition, this study confirmed that the types of social service needs of young people differ between groups depending on demographic characteristics such as age, residence area, and household type. Finally, by the multinomial logistic analysis, it was examined that among the types of social service need of young people, common predictive factors for distinguishing between groups with two or more complex needs based on low-level need were household type and residential area. In addition, young people with physical and mental health difficulties tended to pursue high-level, complex needs, while those who are job seekers, unemployed, or irregular workers showed a tendency to place their needs on employment, health, and housing. The results of this analysis suggest that the design and implementation of social service policies for young people should take into account the heterogeneity within the youth group as well as their social service needs.

평생교육프로그램 사회적 요구분석 모형

윤규원,김문섭,김진숙 국제문화기술진흥원 2021 문화기술의 융합 Vol.7 No.2

This study aims to develop the model of needs analysis for lifelong education program in order to verify social needs as well as personal needs. The overall process of this study is as follows. Firstly, a questionaire based on six mode classification of lifelong education program was invented in order to apply to program development. Secondly, a questionaire was designed to evaluate personal needs and social needs simultaneously. Thirdly, t-test, needs analysis of Borich model, and the Locus for Focus model were conducted with a view to analyze the difference between personal needs and social needs. As a result, there showed the categories of education which are high in both personal and social needs, whereas a category like certification program is higher in social needs rather than in personal needs. The results represent the necessities of promoting programs which are high in social needs even if there is no personal needs. Therefore the needs survey and the needs analysis need to be conducted to find out not only personal needs but also social needs. 본 연구는 평생교육프로그램 개발 및 평가 과정 중 요구분석 단계에서 개인적 요구와 사회적 요구도를 확인할 수 있는 평생교육프로그램 사회적 요구분석 모형을 개발하는 것이 목적이다. 이 연구의 주요 과정과 내용은 다음과 같다. 첫째, 한국평생교육 6진 분류체계에 근거한 질문항목으로 설문지를 만들어 요구도 조사의 결과를 프로그램 개발에 적용할 수 있도록 내용을 구성하였다. 둘째, 개인적 요구와 사회적 요구도를 동시에 측정할 수 있도록 설문지를 구성하였다. 셋째, 재구성하여 개발한 요구분석 설문지를 사용하여 평생교육 요구 조사를 실시하고 t-검정, Borich의 요구도, The Locus for Focus 모델을 통해 개인적 요구도와 사회적 요구도를 모두 고려한 요구분석 모형을 적용하였다. 요구분석 결과, 개인적 요구도와 사회적 요구도가 모두 높은 것으로 나타났다. 이 중 자격인증과 같은 개인적 요구도는 낮지만 사회적 요구도가 높은 것으로 확인되었다. 이는 개인의 요구는 없지만 사회적으로 필요한 프로그램이 개설되어야 하는 당위성을 대변해주는 결과이다. 따라서 본 연구에서 제시하는 요구 조사 설문방법과 요구분석 우선순위 결정 모형을 활용하여 개별 평생교육기관들이 학습자의 요구를 조사하여 분석한다면 사회적으로 반드시 필요한 프로그램들이 개설되는 계기가 될 수 있을 것이다.

민주적인 학급경영에 관한 영유아교사의 요구도 분석

송윤나 ( Song Yun-na ),김새로라 ( Kim Sae-lo-ra ),박희숙 ( Park Hee-suk ) 한국아동교육학회 2020 아동교육 Vol.29 No.4

The purpose of this study is to analyze the needs for democratic classroom management of early childhood teachers and to determine priorities for needs. Survey data were collected from 203 early childhood teachers who work at daycare centers and kindergartens located in D City and C Province. The analysis method used SPSS 22.0 for frequency and percentage analysis, t-test, Borich demand analysis, and The locus for focus model analysis. The findings were as follows. First, early childhood teachers had the highest needs on the relationship between teachers and young children among the sub-area of democratic classroom management. Second, The results of analysis of the needs of early childhood teachers by sub-area for democratic classroom management are as follows. In the area of ‘curriculum operation’, needs were high in order of reflecting the interests of young children, developing·organizing·operating the curriculum, and teaching and learning materials suitable for the development of young children. In the area of ‘educational environment and facility management’, needs were high in order of reconstruction of the environment according to the needs of young children, create a physical environment in consideration of the interests of young children, exhibit the children's works reflect their opinions. In the area of “relationship between teachers and infants,” needs were high in order of avoidance of direct control by teachers, exchange of opinions equally with young children, and class rules created together. In the area of 'Health and Safety', needs were high for safety education in daily life. in the area of 'Community connection and cooperation', needs were high in order of Autonomous job performance, consultation with fellow teachers, self-supervision, and community-related programs.

경력 메타역량에 대한 요구분석 : 경북지방우정청을 대상으로

홍은영 ( Eunyoung Hong ),현영섭 ( Youngsup Hyun ) 고려대학교 HRD정책연구소 2023 휴먼웨어 연구 Vol.6 No.3

This study targets the post Office field official in the Gyeongbuk Regional Office of Korea Post, to empirically verify their career meta-competency needs. A survey for this study was carried out for approximately a month, from January 10th to February 10th 2021. Convenience sampling was used for the selection of survey participants. The survey consists of 38 questions in total; 8 on personal characteristics of the survey participant, 24 on career adaptability, 6 on career identity. 220 surveys were distributed of which 221 were retrieved (retrieval rate: 100%), and excluding 1 surveys, 220 surveys (effective data rate: 99.5%) were used as the research material for this study analysis. Using the SPSS 21.0 program, descriptive statistical analysis, frequency analysis, reliability analysis, t-test, Borich’s Demand, LFF analysis was carried out on the collected data. Through this process, the following results were analyzed. First, the analysis of needs per component factor for career meta-competency showed career indentity in the top priority group. Second, the analysis of needs per sub-component factor for career adatability showed confidence in the top priority group. Third, the analysis of needs per question for career identity showed no.4 in the top priority group. The contents of No.4 question was‘I know what’s valuable in my career and life’. Foruth, the analysis of needs per question for career identity showed no.4 in the top priority group. The contents of No.4 question was‘I know what’s valuable in my career and life’.

McClusky 노년교육요구에 기초한 노인복지관 교육프로그램 분석

최수연,최일선,박민정 한국노년학회 2024 한국노년학 Vol.44 No.2

The purpose of this study is to analyze the educational programs of senior welfare centers based on McClusky’s Educational Needs of the Ageing to assess their coverage of various aspects of older adults’ needs. Programs were categorized by coping, expressive, contributive, influence, and transcendence needs. The analysis revealed a significant imbalance in program distribution across these categories, with expressive needs-related programs comprising the highest proportion(60.2%), followed by coping needs(30.6%), contributive and influence needs(8.1%), and transcendence needs(1.1%). Although there are variations among centers, a similar trend was observed. Looking at the main types of programs for each category of need, coping needs programs included digital literacy and exercise; expressive needs featured sports, music, art, and foreign languages; contributive and influence needs were met through volunteer work and leadership programs; and transcendence needs were addressed by well-dying programs. Changes in the socioeconomic landscape are increasing older adults' need for agency, social engagement, and productive contributions. It is necessary to rebalance educational programs that are biased towards coping and expressive needs with those that not only reflect these needs, but also explore the essential meaning of old age and continue to grow through self-integration. In addition, within each category of needs, diversity must be expanded to reflect the wider range of older adults.

기본심리욕구 기반 스포츠 코치의 대인행동 유형 분석

박상희 한국스포츠심리학회 2025 한국스포츠심리학회지 Vol.36 No.2

목적: 본 연구는 스포츠 상황에서 코치의 효율적인 대인행동 유형을 실증하는 데 목적이 있다. 이를 위해 선수의 기본심리욕구를 지지하거나 방해하는 코치 대인행동을 기반으로 현장에 실존하는 코치 행동 유형을 탐색하고, 도출된 코치 행동 유형의 상대적 효율성을 알아보기 위해 선수의 코치 만족도 및 스포츠 동기, 훈련관여 차이를 검증하였다. 방법: 2023년 대한체육회에 등록된 고등 및 대학생 남, 여 선수 456명을 대상으로 코치의 대인행동, 코치 만족도, 스포츠 동기, 훈련관여에 대한 반응을 수집한 후, 요인분석, 잠재프로파일 분석 및 다변량 분산분석을 실시하였다. 결과: 첫째, 잠재프로파일 분석을 통해 선수의 기본심리욕구에 기반한 ‘욕구지지형’, ‘욕구방해형’, ‘욕구절충형’, ‘욕구무관심형’의 4개 코치 대인행동 유형을 발견하였다. 둘째, 4개의 대인행동 유형 중 코치가 ‘욕구지지형’일 때, 다른 유형에 비하여 선수들의 코치에 대한 만족도, 운동 내적동기 수준 및 훈련관여도가 가장 높았으며, 다음은 ‘욕구절충형’, ‘욕구방해형’ 순으로 긍정적이었다. 결론: 이러한 결과는 기본심리욕구의 지지와 방해 행동에 기반한 코치 대인행동 유형론이 갖는 학술적 의미와 잠재프로파일 분석을 통해 발견한 효율적인 대인 행동의 활용적인 가치 관점에서 논의하였다. Purpose: The purpose of this study was to demonstrate the effective interpersonal behavioral styles of coaches in sport situations. To this end, we explored the existing coach behavior types in the field based on coach interpersonal behaviors that support or hinder athletes’ basic psychological needs, and tested the differences in athletes’ coach satisfaction, sports motivation, and training commitment to determine the relative effectiveness of the identified coach behavior types. Methods: Responses were collected in 2023 from 473 male and female high school and college athletes registered with the Korean Sport & Olympic Committee on their coaches’ interpersonal behavior, coach satisfaction, sports motivation, and training engagement. The data were then analyzed using factor analysis, latent profile analysis, and multivariate analysis of variance. Results: First, using latent profile analysis, we identified four distinct styles of coach interpersonal behavior based on athletes’ basic psychological needs: the “needs-supportive” type, the “needs-thwarting” type, the “needs-compromising” type, and the “needs-indifferent” type. Second, among the four interpersonal behavior styles, athletes reported the highest levels of satisfaction with their coach, intrinsic motivation, and training engagement when their coach exhibited a “needs-supportive” style. This was followed by the “needs-compromising” style, with the “needs-thwarting” style showing the least positive outcomes. Conclusion: These findings are discussed in terms of the academic significance of classifying coach interpersonal behaviors based on their support or hindrance of athletes’ basic psychological needs, as well as the practical implications of the effective interpersonal behavior types identified through latent profile analysis.

경찰의 치안드론 역량함양 교육과정 설계를 위한 학습자 교육요구도 분석: IPA분석과 Borich 요구도 분석 비교를 중심으로

김덕영,노성훈,최문영 경찰대학 경찰대학 2023 경찰학연구 Vol.23 No.4

변화하는 시대의 흐름과 국민의 요구에 따라 현 정부가 선정한 69번의 과제는 4차 산업혁명 시대의 사물인터넷 등 스마트 기술과 로봇 드론을 활용한 국민의 재산과 안전관리로, 이에 발맞추어 경찰청은 과학 치안 구현을 통한 선도적인 미래치안을 대비하기 위한 첨단장비(드론 등)와 전문인력 양성을 주요 전략과제로 선정하였다. 법적 규제 완화와 더불어 실종자 수색, 교통 및 인파 관리, 마약 단속 등 영상분석을 통한 과학수사, 경비, 대테러 작전 수행 등 드론을 활용할 수 있는 치안서비스 현장의 영역이 크게 확대되어 치안분야의 적극적 드론 활용을 위한 전문가 양성이 시급한 실정이다. 본 연구에서는 치안 분야 드론 활용에 최적화된 현장 중심 맞춤형 교육과정 개발 및 운영으로 치안드론 활성화를 도모하기 위하여 학습자의 심층적 요구분석이 선행되었다. 본 연구의 목적은 드론 활용 직무 역량을 강화하여 다양한 치안 수요에 발 빠르게 대응하는 치안 드론전문가를 목표로 하는 경찰관 학습자의 교육적 요구도를 면밀히 분석하는 것으로 이를 통해 교수 요목을 설계하거나 교수 방법을 구성하는 데 필요한 출발점으로 삼고자 한다. IPA분석과 Borich 교육요구도 분석을 병행하여 도출된 결과, 최우선 개발 역량은 ‘맵핑활용 능력’(다양한 프로그램 운영)영역, ‘드론 비행술’(회전 후 전진 비행, Atti 수동비행), ‘현장 대응능력’(문제해결 능력), ‘경찰 드론 인터페이스 활용 능력’(GCS 세팅 값 설정, 미션플래너), ‘비상시 대처 요령’(비상시 드론 조종술 포함)인 것으로 나타났다. 본 연구는 경찰관의 현업적용도 향상을 중심으로 한 드론전문가 교육프로그램 설계를 위해 드론에 대한 기초지식과 조종 경험이 있는 드론 인력풀을 대상으로 치안 현장에서 요구되는 드론 활용 방법과 이에 따른 교육과정 개발의 방향성을 제시하는 측면에서 의미와 가치가 크다고 할 수 있다. 학습자 요구도 분석을 통하여 교육시스템 구축 및 교육환경 조성에 기여하고 학습자 눈높이 맞춤형 교육을 시행할 수 있는 드론 교육 연구의 초석이 될 것으로 기대한다. The 69th task selected by the current government according to the changing trends of the time and the demands of the people is the management of public property and safety utilizing smart technologies such as the Internet of Things and robotic drones in the era of the Fourth Industrial Revolution. In line with, the Korean National Police Agency has selected advanced equipment (drones, etc.) and the cultivation of specialized personnel as major strategic tasks to prepare for leading future security through the implementation of scientific policing. With the relaxation of legal regulations, the scope of areas in the security services where drones can be utilized has significantly expanded, such as searching for missing persons, managing traffic and crowds, scientific investigations through video analysis, security operations, drug interdiction, and conducting counter-terrorism operations. There is an urgent need for the training of experts who can actively and effectively use drones in the field of security. In this study, an in-depth needs analysis of learners was conducted as a prerequisite for developing and operating a field-centered, customized training program optimized for the use of drones in the field of security. Through this, the goal is to establish a starting point for designing instructional objectives and structuring teaching methods based on the detailed analysis of the educational needs of police learners who want enhance practical job competency in drone utilization. The analysis combines IPA(Importance-Performance Analysis) and Borich's educational need analysis. The results revealed that the highest-priority competencies include “Mapping Utilization skills (various program operations),” “Drone Piloting Skills (rotational and forward flight, Atti manual flight),” “Improvement of On-site Response Skills (problem-solving abilities with case assignments),” “Police Drone Interface Usage Skills (GCS setting values, mission planning),” and “Emergency Handling Procedures (including drone piloting skills during emergencies).” for the training of experts in active drone usage in the field of security. This study holds significant meaning and value in terms of proposing directions for the development of an educational program for drone experts centered around improving the practical application of police officers. It focuses on a pool of drone personnel with basic knowledge of drones and piloting experience, aiming to target the utilization methods of drones demanded in the security field and provide guidance for the development of educational courses accordingly. It is expected to contribute to the establishment of an educational system and the creation of an educational environment through the analysis of learner needs and to become the cornerstone of drone education research that can implement customized education at the learner's perspectives.

DACUM 기반 전기정비직 종사자의 직무분석 및 교육요구분석 - H사 전기정비직 종사자 중심으로 -

서경원,배광민,윤관식 한국직업교육학회 2017 職業 敎育 硏究 Vol.36 No.6

본 연구의 목적은 H사에 재직 중인 생산에 직・간접적으로 관여하고 있는 전기정비직 종사자를 대상으로 직무를 분석하여 책무와 작업을 도출하고, 작업을 수행하기 위해 필요한 지식/기술/태도/도구를 도출하며, 설문조사를 통한 교육요구분석에서 우선순위를 파악하는 것이다. 연구문제 해결을 위하여 DACUM 직무분석을 통해 직무를 규명하고 4개의 책무와 33개의 작업을 도출하여, 설문조사를 실시하였다. 이후, 작업에 대한 검증을 진행하였고 교육요구분석을 수행하였다. 연구는 H사 전기정비직 종사자를 대상으로 실시하였으며, DACUM 직무분석을 위한 위원회에는 퍼실리테이터 1명과 코디네이터 1명, 전기정비직에 종사하는 최소 19년 이상의 경력을 가진 내용전문가 7명이 참여하였다. 이후 DACUM 직무분석을 통해 도출된 결과를 검증하기 위해 현업부서 관리직 전문가 5명이 참여하였다. 설문조사는 전기정비직에 종사하는 전체 342명을 대상으로 실시하였으며, 총 342부중 256부를 회수하였으나 최종분석에는 222부가 활용되었다. 연구결과 첫째, 전기정비직 종사자의 직무는 ‘수배전 유지보수’, ‘자동제어 유지 보수’, ‘전기기기 유지보수’, ‘계측장비활용 유지보수’ 의 4개 책무와 33개의 작업으로 구성되어 있음을 확인하였다. 둘째, 도출된 33개의 작업을 수행하기 위해 필요한 지식/기술/태도/도구를 도출하였다. 셋째, 설문결과 전기정비직 종사자 작업의 우선순위를 규명하기 위하여 t 검정과 Borich 요구도 공식을 통한 우선순위 분석, The Locus for Focus 모델을 활용한 요구도의 상위 수준을 결정하였다. Borich 요구도와 The Locus for Focus 모델을 활용한 최우선 순위의 작업은 총 8개로 ‘고압판넬 차단기 유지보수하기’, ‘고압판넬 계전기 유지보수하기’, ‘고압판넬 계기류 유지보수하기’, ‘plc H/W 유지보수하기’, ‘plc S/W 유지보수하기’, ‘plc network 유지보수하기’, ‘드라이브 H/W 유지보수하기’, ‘드라이브 S/W 유지보수하기’ 로 확인되었다. 본 연구를 통해 전기정비직 종사자의 DACUM 직무분석과 요구분석 결과 교육적 요구가 확인되었다. 이를 바탕으로 직무교육과정 설계시 효율적이고 성과 있는 교육과정을 개발해야 한다. 다양한 전기관련 업무를 취급하고, 생산에 직・간접적으로 관여하는 전기정비를 담당하는 종사자들에 대한 인력양성의 중요성을 다시 한 번 일깨우는 계기를 제공함과 동시에 그들에 대해 전략적이고, 체계적으로 육성하기 위한 계획수립과 운영, 평가 측면에서 본 연구결과가 중요한 자료로 활용될 수 있을 것으로 기대한다. The purpose of this study was to figure out the recognition difference about the level of importance(priority) of task of electrical maintenance workers that are directly or indirectly involved in the production of H company. The way to continue the study, analyze the position, and gather information about the duties and tasks for the position. After that, find out required knowledge, skill, attitude, and tools to perform the task. And then, make a priority from the training needs analysis through a survey. To implement the project, investigate duties through the DACUM job analysis and find out 4 of their duties, 33 tasks and conducted a survey. After that, we went through the verification of task and training needs analysis. The subjects were electrical maintenance workers at H company, and the committee for DACUM job analysis consisted of a facilitator, coordinator and 7 professionals of the field with over 19 years of experience each. Also, 5 work site management staff experts participated in the verification process of the result afterwards. The survey consisted of 342 electrical maintenance workers. Only 256 out of 342 participated in the survey. However, only 222 of those were used in final analysis. The first result of this study confirmed that the 4 duties were ‘power receiving and distribution maintenance’, ‘automatic control maintenance’, ‘electric device maintenance’, and ‘measuring device maintenance’ and 33 tasks that are most important to an electrical maintenance worker’s duty. Second, deducted knowledge, skill, attitude, and tools that are required to perform the 33 tasks. Third, to detect the priorities of the tasks of electrical maintenance workers, analyze priority based on the examination, Borich Needs Assessment Model and used The Locus for Focus Model to make a decision of superordinate standard. It confirmed that the top priority has 8 tasks based on Borich Needs Assessment Model and The Locus for Focus Model and they are ‘high voltage circuit breaker panel maintenance’, ‘high voltage relay panel maintenance’, ‘high voltage instruments panel maintenance', ‘plc H/W maintenance’, ‘plc S/W maintenance’, ‘plc network maintenance’, ‘drives H/W maintenance’, ‘drives S/W maintenance’. The training needs was confirmed through the DACUM job analysis and needs analysis of the study results for the electrical maintenance workers. Based on this study, it should develop a productive curriculum when we plan the competency curriculum. In conclusion, this study provided the opportunity of the importance of human resource training for electrical maintenance workers that handle a variety of electrical works that are directly or indirectly involved in the productions. Also, the results of these studies are expected to be utilized as a useful reference for planning and management, and evaluation for strategic and systematic development of electrical maintenance workers.

체육수업의 기본심리적욕구 검사지의 교차타당화

박중길 ( Jung Gil Park ) 한국스포츠심리학회 2009 한국스포츠심리학회지 Vol.20 No.3

The purpose of this study was to develop a basic psychological needs scale for secondary school physical education settings based on Basic Psychological Needs Scale for Collegiate Athletes(Park & Kim, 2008) and to examine its construct validity through cross-sectional questionnaire survey. A series of modifying procedures and a pilot study was conducted to develop items that can properly measure students` basic psychological needs for physical education. As the final version for the Basic Psychological Needs Scale for Physical Education, the items and scale were developed. Internal and external validity of the scale were examined using data obtained from two main surveys. Also multi-group confirmatory factor analysis was conducted for testing its construct validity and latent mean analysis. As a result, the evidence of concurrent validity was obtained from correlation analysis using basic psychological needs scale in general. The evidence of predictive validity was obtained from standard regression analysis using psychological well-being scale. The results of multi-group factor analysis showed that the Basic Psychological Needs Scale for Physical Education can properly measure adolescents` basic psychological needs in physical education settings. In the latent mean analysis, male students showed significantly higher latent mean values in autonomy, competence, and relatedness needs than females. Compared with middle school students, high school students were significantly higher in relatedness needs, but lower in autonomy and competence needs relatively.