Abstract
After the Character Education Act was enacted, providing character classes became a prerequisite in some Korean colleges starting in spring 2017. Keeping in step with these changes, experts researching character education cited the need for the development of character scales. The purpose of the present study is to explore the validity and reliability of the Christian character scale for university students. The participants were 994 students attending a Christian university in Seoul. The original 75 questions were developed from 13 factors, within three domains, from the three Biblical references and Christian universities’ virtuous character traits. These questions were reduced to 39, three per each factor, through the examination of content validity by a validation panel. Twenty-nine questions were finalized through exploratory factor analysis and confirmatory factor analysis within five factors: relationships with others I—loving and caring, relationship with God, relationships with others II—loving and peacemaking, personal responsibility, and social responsibility.
Highlights
The tragedy of the Sewol Ferry Incident, with the loss of 304 lives—mostly high school students on a school trip—symbolizes the spirit of the age
Faced with societal problems such as school violence, teenage suicide, and violent crime along with the Sewol Ferry Incident, Korea has sought a remedy to these difficulties through character development by enacting the Character Education Promotion Act in
In order to identify Christian character traits, several sources are referenced: three Bible texts presented by Kang (Kang 2015), the character attributes of Handong Global University known for its Christian character education (Handong Global University 2016), the character attributes of Calvin College
Summary
The tragedy of the Sewol Ferry Incident, with the loss of 304 lives—mostly high school students on a school trip—symbolizes the spirit of the age. Faced with societal problems such as school violence, teenage suicide, and violent crime along with the Sewol Ferry Incident, Korea has sought a remedy to these difficulties through character development by enacting the Character Education Promotion Act in. According to this law, the objective of character education includes the attitude of both mind and personality, such as good manners, honesty, responsibility, respect, consideration, communication, cooperation, and others. The Korean Ministry of Education designated character courses as prerequisite classes at universities and colleges of education starting in 2017. These actions reflect the idea that before beginning subject-specific course work, there should be foundational development of one’s humane character—the basis of all education (Nam 2015)
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