본 연구에서는 간편형 자기보고식 아동 청소년 집행기능 곤란 질문지(송현주, 2014)가 학교적응수준을 변별하는지 검증하고자 하였다. 연구대상은 초등학생 74명(남41, 여33), 중학생 103명(남53, 여50), 고등 학생 85명(남33, 여52)이었으며 학교적응척도와 학교성적 자료를 수집하였다. 학교적응 상위 20%집단과 하위 20%집단을 구분하였으며 학교 성적은 스스로 자신의 성적을 5단계로 구분하여 보고하도록 하였다. 판별분석을 통하여 계획 및 조직화 곤란, 행동통제 곤란, 정서통제 곤란과 부주의 요인들의 학교적응과 학교성적수준에 대한 판별력을 분석하고, ROC 분석을 통해 학교적응을 적절하게 예측할 수 있는 절단점 을 산출하였다. 연구 결과, 판별분석에서 학교적응 상위집단과 하위집단을 아동청소년 집행기능 곤란질 문지를 통해 88.2% 정확하게 변별해 낼 수 있었으며 성적 상위집단과 하위집단은 72.5% 정확하게 변별 해 내었다. ROC(Receiving Operating Characteristic)분석에서도 아동청소년 집행기능 곤란 질문지는 AUC(Area Under the Curve) 범위가 학교적응의 경우 .7-.9 범위에 걸쳐있어 양호한 수준으로 학교적응 집단을 변별해 내는 것으로 나타났으며 성적에 대해서는 .6-.8 범위를 나타내 학교적응보다는 낮은 수준 의 변별력을 보였다. 민감도와 특이도 값을 근거로 학교적응에 대한 집행기능 곤란 하위 요인들의 절단 점을 제시하였다. 본 연구를 통해 간편형 자기보고식 아동 청소년 집행기능 곤란 질문지가 아동 청소년 의 학교적응을 변별해 내는데 유용한 도구라는 점이 검증되었다.
This study aimed to verify the discriminant validity of the Child-Adolescent Self-reported Executive Function Difficulty Screening Questionnaire(Song, 2014) on the School Adjustment. Subjects were elementary school students 74(male 41, female 33), middle school students 103 (male 53, female 50), high school students 85 (male 33, female 52). The school adjustment scale and the academic achievement levels were used. The school adjustment was divided into the bottom 20% group and the top 20% group based on the total scores, the academic achievement was divided into five levels based on the self rating of their own grades in school. Discriminant analysis was used to verify the discriminant validity of the planning and organization difficulty, behavior control difficulty, emotional control difficulty and attention-concentration difficulty on the school adjustment and the academic achievement. ROC curve was used to produce the cutoff score to classify the school adjustment groups. The results showed that executive function difficulty questionnaire was able to discriminate 88.2% correctly in the high school-adjustment group and low school adjustment group. Also the executive function difficulty questionnaire was able to discriminate 72.5% correctly in the high achievement group and the low achievement group. ROC analysis revealed that executive functions difficulty questionnaire was in the range of .7 to .9 in AUC which indicated good level to discriminate the school adjustment groups. Also ROC analysis showed that executive functions difficulty questionnaire was in the range of .6 to .8 in AUC which indicates the low level to discriminate the academic achievement groups, respectively Finally, based on the values of sensitivity and specificity, the cutoff scores of the executive difficulty factors for the school adjustment were presented. In this study, the Child-Adolescent Self-reported Executive Function Difficulty Screening Questionnaire was proved to be useful tool to discriminate the school adjustment of children and adolescents.
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