한국판 청소년용 스트레스 대처 유연성 척도(SFCS-KA)의 타당화 = Validation of the Self-perception of Flexible Coping with Stress Scale for Korean Adolescents(SFCS-KA)

다국어 초록 (Multilingual Abstract)

This study was conducted to validate the Self-perception of Flexible Coping with Stress Scale for Korean Adolescents(SFCS-KA) by applying the Rasch measurement model considering content, substantive, structural, generalizability, and external aspects of validity(Messick, 1995). Data of 1249 Korean elementary, middle, and high school students were analyzed. The results were as follows: First, the item fit statistics for each item were satisfactory. Second, the 5-point scale functioned more appropriately than the 7-point scale for all three factors(i.e., multiple coping strategy use, situational coping, and coping flexibility). Third, principal component analysis of standardized residuals demonstrated the unidimensionality of each of the three SFCS-KA subscales. Additionally, CFA showed that a three-factor model was the most favorable. Fourth, person and item reliability and person and item separation indices were of a satisfactory level. Also, the three SFCS-KA subscales did not function differently for elementary, middle, and high school levels or for male and female students. Fifth, multiple coping strategy use and situational coping were positively and negatively associated with the positive and negative criterion variables, respectively. However, for coping rigidity correlational patterns were the opposite. Sixth, Cronbach’s α for the items loading on three factors was satisfactory. Considering these findings, the SFCS-KA proved to be a reliable and valid measure of the self-perceived ability to cope flexibly with stress in Korean adolescents.




Educational Impact and Implications : The SFCS-KA can be used to identify students who are at greater risk of employing flexible coping strategies for academic stress. Thus, it will be based on future interventions aimed at promoting students’ coping flexibility in academically stressful situations. Furthermore, the SFCS-KA will provide a brief means of diagnosing students’ strengths and weaknesses in multiple coping strategy use, situational coping, and coping rigidity. Thereby, it will contribute to the development of intervention programs to capitalize on strengths and compensate for weaknesses in students’ ability to cope flexibly with academic stress.