대학생의 학교진로지원과 진로준비행동과의 관계에서 진로결정자기효능감의 매개효과

다국어 초록 (Multilingual Abstract)

The purpose of this research is to present an actual directionality for the career preparation behavior of the university student by verifying the mediating effect of the career decision-making self-efficacy in the relationship between the school career support and the career preparation behavior of the university student. In order to measure the school career support, the scale that had been developed by Kwak, Min-ho(2012) had been used. For the scale of the career decision-making self-efficacy, the scale regarding which Lee, Eun-gyeong(2001) had validated the shortened form of the career decision-making self-efficacy that had been developed by Betz and Voyten(1997) had been used. For the career preparation behavior scale, the scale that Im, Eun-mi and Lee, Myeong-sook(2003) added the 2 questions on the invigoration of the use of the Internet that is related to the career path and the opening and the management of a department that is related to the school career to the scale that had been developed by Kim, Bong-hwan(1997) had been used. For the analyses of the data, by using the statistical program of SPSS 22.0, the reliability analysis, the frequency analysis, the descriptive statistical analysis, the t-test, the ANOVA, the correlation analysis, and the regression analysis that is based on the mediation model of Baron and Kenny(1986) had been carried out. As a result of the research, firstly, the average of the school career support of the university student was 3.13 points. And the career decision-making self-efficacy was 3.62 points. And the career preparation behavior was 3.41 points. Secondly, as a result of analyzing the correlations between the school career support, the career decision-making self-efficacy, and the career preparation behavior of the university student, it was possible to know that most of the correlations between each variable were the significant correlations on the level of p<0.001. Thirdly, the school career support(p<0.001) had given a significant influence on the career preparation behavior. Or, in other words, it appeared that, the higher the school career support, the higher the career preparation behavior(β=.466) got. It appeared that, among the sub-factors of the school career support, the better the emotional support(β=.306) had taken place, the better the career preparation behavior had taken place. Fourthly, as a result of analyzing the influence of the school career support on the career decision-making self-efficacy, the entire school career support(p<0.001) had given a significant influence on the career decision-making self-efficacy. Or, in other words, it appeared that, the more there had been the school career support(β=.442), the higher the career decision-making self-efficac y got. Also as a result of analyzing the influences of the sub-factors of the school career support on the career decision-making self-efficacy, it appeared that the information support(p<.05) and the emotional support(p<.05) had the significant influences on the career decision-making self-efficacy. Or, in other words, it was possible to know that, the more the information support(β=.223) and emotional support(β=.254), the career decision-making self-efficacy got. Fifthly, as a result of analyzing the influence of the entire career decision-making self-efficacy on the career preparation behaviors, it appeared that the entire career decision-making self-efficacy(p<.001) had a significant influence on the career preparation behavior. And this means that, the higher the career decision-making self-efficacy(β=.631), the higher the career preparation behavior got. Also, it appeared that, among the sub-factors of the career decision-making self-efficacy, the job information(p<0.01) and the future plan(p<0.001) had the influences on the career preparation behavior. This states that, the higher the job information(β=.282) and the future plan(β=.347), the higher the career decision-making self-efficacy got. Sixthly, as a result of analyzing the mediating effect of the career decision-making self-efficacy in the relationship between the school career support and the career preparation behavior of the university student, it appeared that there had been a partially mediating effect. Or, in other words, it had been revealed that, the more the school career support(β=.282) and the higher the career decision-making self-efficacy(β=.529), the higher the career preparation behavior got. And, as a result of analyzing the mediating effect of the career decision-making self-efficacy in the relationship between the sub-factors of the school career support and the career preparation behavior, it appeared that the career decision-making self-efficacy(p<.001) had completely mediated regarding the influence of the emotional support on the career preparation behavior. As a result, within the difficulty of the employment reality of the university students, for the entry into the job world, in order to be able to continue the aggressive career preparation behavior, the diversification of the job experience programs and the establishment of an employment and business startup information system are needed. Especially, in order to be able to experience the actual job world, the invigoration, too, of a program that is linked to the community will be needed. Also, in order for the university students who have been preparing for the career path to be able to receive the emotional support, the career guidance utilizing the guiding professor system, the mentoring with a senior, the provision of a career counseling program, etc. must be pushed ahead aggressively.

국문 초록 (Abstract)

본 연구의 목적은 대학생의 학교진로지원과 진로준비행동과의 관계에서 진로결정자기효능감의 매개효과를 검증하여 대학생의 활발한 진로준비행동을 위한 실질적 방향성을 제시하는데 있다. 학교진로지원을 측정하기 위해 곽민호(2012)가 개발한 척도를 사용하였다. 진로결정자기효능감 척도는 Betz와 Voyten(1997)이 개발한 진로결정자기효능감 단축형을 이은경(2001)이 타당화 한 척도를 사용하였다. 진로준비행동 척도는 김봉환(1997)이 개발한 척도를 임은미와 이명숙(2003)이 진로와 관련된 인터넷 사용 활성화와 학교 진로관련 부서개설 운영 등 2개 문항을 추가한 척도를 사용하였다. 자료분석은 SPSS 22.0 통계프로그램을 이용하여 신뢰도분석과 빈도분석, 기술통계분석, t-검정과 ANOVA, 상관관계분석, Baron과 Kenny(1986)의 매개모델에 근거한 회귀분석을 실시하였다. 연구결과, 첫째, 대학생의 학교진로지원의 평균은 3.13점이었으며, 진로결정자기효능감은 3.62점, 진로준비행동은 3.41점이었다. 둘째, 대학생의 학교진로지원, 진로결정자기효능감과 진로준비행동과의 상관관계를 분석한 결과, 각 변인들 간의 상관관계는 대부분 p<.001 수준에서 유의한 상관이 있음을 알 수 있었다. 셋째, 학교진로지원(p<.001)은 진로준비행동에 유의한 영향을 주었다. 즉, 학교진로지원이 높을수록 진로준비행동(β=.466)이 높아지는 것으로 나타났다. 학교진로지원의 하위요인 중에는 정서적지원(β=.306)이 잘 이루어질수록 진로준비행동이 잘 되는 것으로 나타났다. 넷째, 학교진로지원이 진로결정자기효능감에 미치는 영향을 분석한 결과, 학교진로지원 전체(p<.001)는 진로결정자기효능감에 유의한 영향을 주었다. 즉, 학교진로지원(β=.442)이 많을수록 진로결정자기효능감이 높아지는 것으로 나타났다. 또한 학교진로지원 하위요인이 진로결정자기효능감에 미치는 영향을 분석한 결과, 정보적지원(p<.05)과 정서적지원(p<.05)이 진로결정자기효능감에 유의한 영향을 미치는 것으로 나타났다. 즉, 정보적지원(β=.223)과 정서적지원(β=.254)이 많을수록 진로결정자기효능감이 높아짐을 알 수 있었다. 다섯째, 진로결정자기효능감 전체가 진로준비행동에 미치는 영향을 분석한 결과, 진로결정자기효능감 전체(p<.001)는 진로준비행동에 유의한 영향을 주는 것으로 나타났으며, 이는 진로결정자기효능감(β=.631)이 높을수록 진로준비행동이 높아지는 것을 의미한다. 또한 진로결정자기효능감 하위요인 중에는 직업정보(p<.01)와 미래계획(p<.001)이 진로준비행동에 영향을 미치는 것으로 나타났다. 이는 직업정보(β=.282)와 미래계획(β=.347)이 높을수록 진로결정자기효능감이 높아지는 것을 말한다. 여섯째, 대학생의 학교진로지원과 진로준비행동의 관계에서 진로결정자기효능감의 매개효과를 분석한 결과, 부분매개효과가 있는 것으로 나타났다. 즉, 학교진로지원(β=.282)이 많을수록, 진로결정자기효능감(β=.529)이 높을수록 진로준비행동이 높아지는 것으로 밝혀졌다. 그리고 학교진로지원 하위요인과 진로준비행동과의 관계에서 진로결정자기효능감의 매개효과를 분석한 결과, 정서적지원이 진로준비행동에 미치는 영향에 대하여 진로결정자기효능감(p<.001)이 완전매개하는 것으로 나타났다. 따라서 대학생들이 취업 현실의 어려움 속에서 직업 세계로의 입문을 위해 적극적인 진로준비행동을 지속할 수 있도록 직업체험 프로그램의 다양화, 취·창업정보시스템 구축이 필요하다. 특히, 실제 직업세계를 경험할 수 있도록 지역사회와의 연계프로그램 활성화도 필요할 것이다. 또한 진로준비를 하고 있는 대학생들이 정서적 지지를 받을 수 있도록 지도교수제를 활용한 진로지도, 선배와의 멘토링, 진로상담프로그램 제공 등을 적극 추진해야 할 것이다.

목차 (Table of Contents)

• I. 서 론
• 1. 연구의 필요성과 목적
• 2. 연구문제
• 3. 연구모형
• Ⅱ. 이론적 배경
• 1. 학교진로지원
• 2. 진로결정자기효능감
• 3. 진로준비행동
• 4. 선행연구 고찰
• 1) 학교진로지원과 진로준비행동
• 2) 진로결정자기효능감과 진로준비행동
• 3) 학교진로지원, 진로결정자기효능감, 진로준비행동과의 관계
• Ⅲ. 연구방법
• 1. 연구대상
• 2. 측정도구
• 1) 학교진로지원 척도
• 2) 진로결정자기효능감 척도
• 3) 진로준비행동 척도
• 3. 자료분석
• Ⅳ. 연구결과
• 1. 연구대상자의 인구사회학적 특성
• 2. 주요 변수의 기술통계
• 3. 연구대상자의 인구사회학적 특성에 따른 차이분석
• 4. 주요 변수의 상관관계
• 5. 주요 변수의 영향관계
• 1) 학교진로지원이 진로준비행동에 미치는 영향
• 2) 학교진로지원이 진로결정자기효능감에 미치는 영향
• 3) 진로결정자기효능감이 진로준비행동에 미치는 영향
• 6. 학교진로지원과 진로준비행동과의 관계에서 진로결정자기효능감의 매개효과
• Ⅴ. 결론
• 1. 요약
• 2. 제언
• 참고문헌
• 부록
• Abstract