교사가 평가한 유아 다중지능 평가도구(MIDAS-MYC)의 구조에 관한 연구

• Published in: Korean Journal of child studies Vol. 25; no. 4; pp. 115 - 128
• Main Authors: 양옥승(Ok Seung Yang), 신화식(Hwa Sik Shin), 이경옥(Kyung Ok Lee), 황혜경(Hye Kyoung Hwang), 김승옥(Seung Ok Kim)
• Format: Journal Article
• Language: Korean
• Published: 한국아동학회 2004
• Subjects: Multiple Intelligence; Structure of MIDAS-MYC; MIDAS-MYC; Multiple Intelligence Developmental Assessment Scales-My Young Children; 다중지능 평가도구의 구조; 다중지능
• ISSN: 1226-1688; 2234-408X

In this study, we examined the relationship among Multiple Intelligence constructs and the relationship among the sub-areas and analysed the development of the Multiple Intelligence according to age and gender to evaluate Korean children's Multiple Intelligence structures that teachers evaluated based on MIDAS-MYC. The subjects of the study consisted of 158 4-5 year old children (71 4-year-old group(boy 38, girl 33); 87 5-year-old group(boy 40, girl 47)) in Seoul and Gyeonggi. We found several results which are as follows. 1) Reliability on each area of intelligence in MIDAS-MYC was good. 2) The result of confirmatory factor analysis using the model of structural equation modeling was consistent with the results of other studies that children's Multiple Intelligence consists of eight intelligent areas that are independent to each other but are relative to each other. In particular, interpersonal-intrapersonal intelligence, languistic-intrapersonal intelligence, languistic-Interpersonal intelligence, and languistic-logic/math intelligence were high correlation. However, physical/motion-naturalist intelligence and musical-logic/math intelligence were low correlation. 3) Children's multiple intelligence differed according to age and sex, the 5-year-old was higher than 4-year-old and girls were higher than boys in a general way. 4) There was high correlation between the result of evaluation based on MIDAS-MYC and the result of teacher's subjective evaluation about children's Multiple Intelligence.