수산·해운계 마이스터고등학생의 자기주도적학습능력이 진로정체감에 미치는 영향과 학업효능감의 매개효과 = The Effect of Self-Directed Learning Ability on Career Identity of Fisheries and Maritime Meister High School Students and the Mediating Effect of Academic Self-Efficacy

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the influence of self-directed learning ability on the career identity of students at Fisheries and Maritime Meister High Schools and to empirically analyze the mediating role of academic self-efficacy in this relationship. To achieve these objectives, a survey was conducted on 300 students from Meister High Schools in Busan, Incheon, Jeollanam-do, and Gyeongsangbuk-do from November 7 to November 17, 2025. Statistical analysis was performed using SPSS 27.0 on 260 valid responses. The survey instrument consisted of 67 items: 23 measuring self-directed learning ability (independent variable), 16 measuring career identity (dependent variable), and 28 measuring academic self-efficacy (mediating variable). Data were analyzed using descriptive statistics, correlation analysis, multiple regression analysis, and hierarchical regression analysis. The results and implications of this study are as follows: First, there were no statistically significant differences in self-directed learning ability, career identity, and academic self-efficacy based on gender. Regarding affiliation, students belonging to specific agencies showed meaningful differences in career identity compared to those under the Ministry of Maritime Affairs and Fisheries; this is attributed to job-oriented education and practical training aimed at cultivating marine engineers. Regarding grade level, first and third-year students showed a higher sense of career stagnation compared to second-year students, while first-year students exhibited higher academic self-efficacy than second-year students. The lower efficacy in the second grade is attributed to academic stress resulting from environmental changes, such as boarding practices. Second, a significant positive correlation was found among self-directed learning ability, career identity, and academic self-efficacy. Therefore, specific educational programs designed to strengthen students' academic self-efficacy and self-directed learning ability are necessary to enhance their positive career identity. Third, in analyzing the factors affecting career identity, learning self-concept and confidence showed a significant positive effect. This indicates that positive beliefs and low anxiety regarding task performance contribute to the formation of career identity. Conversely, learning motivation showed a negative effect. This is attributed to the divergence between the curriculum of general subjects and the practical field, which may limit career exploration opportunities due to the specialized nature of Meister High Schools. Consequently, educational support is needed to alleviate psychological maladjustment and improve job efficacy. Fourth, academic self-efficacy was found to have a complete mediating effect on the relationship between self-directed learning ability and career identity. This suggests that the psychological confidence gained through planning and implementing learning within the employment-focused environment of Meister High Schools is an essential mechanism for forming career identity. Therefore, teaching and learning strategies are required to help students accumulate progressive achievement experiences and promote academic self-efficacy in practical education settings. Key words: Fisheries and Maritime Meister High School Students, Self-directed Learning Ability, Career Identity, Academic Self-Efficacy

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구 문제 5
• 3. 용어의 정의 7
• Ⅱ. 이론적 배경 9
• 1. 수산·해운계 마이스터고등학교 9
• 2. 자기주도적학습능력 14
• 3. 진로정체감 18
• 4. 학업효능감 21
• Ⅲ. 연구 방법 23
• 1. 연구대상 23
• 2. 연구모형 25
• 3. 측정도구 및 검증 26
• 4. 자료분석 30
• Ⅳ. 연구 결과 31
• 1. 수산·해운계 마이스터고 학생들의 배경 변인에 따른 자기주도적학습
• 능력, 진로정체감, 학업효능감의 차이 31
• 2. 수산·해운계 마이스터고 학생들이 인식하는 자기주도적학습능력, 진
• 로정체감 및 학업효능감 간의 상관관계 36
• 3. 수산·해운계 마이스터고 학생들이 인식하는 자기주도적학습능력과 학
• 업효능감의 각 하위 요인이 진로정체감에 미치는 영향 39
• 4. 수산·해운계 마이스터고 학생들이 인식하는 자기주도적학습능력과 진
• 로정체감 간의 관계에서 학업효능감의 매개효과 43
• Ⅴ. 논의 및 결론 48
• 1. 논의 48
• 2. 결론 52
• 참고문헌 56
• 부록 64