중학생의 개인적 특성에 따른 직업가치관과 직업적 포부 = Occupational values and vocational aspirations according to middle school students’ individual personalities

다국어 초록 (Multilingual Abstract)

The main purpose of this research is to investigate the relation between both of them as well as the difference of occupational values and that of vocational aspirations according to middle school students’ individual personalities.
According to this purpose I established the subjects of this research as follows:
1. Is there any difference of occupational values according to middle school students’ individual personalities ?
2. Is there any difference of vocational aspirations according to middle school students’ individual personalities ?
3. What is the relation between occupational values and vocational aspirations according to middle school students’ individual personalities ?
The population used for this research consisted of the first, second, third year boys’ and girls’ middle school students in Busan. The random research sample data of 502 middle school students (250 males and 252 females) was analized from this population with proportionate representation according to gender. The survey instrument that Prof. Bark Hyeong Gyu (2000) modified and supplemented the occupational value test originally produced by Prof. Ahn Chang Gyu as an unpublished work to measure occupational values was used for this survey by revising and complementing again. The data composed of totally 22 low-ranking criteria was classified and analized using RIASEC type.
To measure the students’ vocational aspirations totally 60 occupations as each 10 occupation according to RIASEC type was tested.
The statistical analysis was performed using SPSSWIN (ver. 10.0) program according to suggested research problems.
Statistically some significant relation between occupational values and vocational aspirations was found as the result of this research. This relation needs to be identified again through various level, survey instrument, and analysis method. Accordingly, diversified approach about occupational personalities, occupational values and vocational aspirations needs to be also used in following research.
The conclusion by the result of this research were followed:
1.The difference of occupational values according to middle school students’ personalities
First, only in the occupational values of the Realistic type, significant difference was shown about the difference of occupational values in each REASEC type according to middle school students’ gender difference , and males preferred the Realistic type more than females did.
Second, concerning the difference of occupational values in each RIASEC type according to their academic achievement level the Realistic, the Investigative and Conventional type showed significant difference. In the Realistic type middle and low level group showed the highest academic achievement, in the Investigative type high level group showed higher academic achievement than low and middle level group, and in the Conventional type middle and high level showed higher academic achievement than low level group.
Third, pertaining to the difference of occupational values in each RIASEC type according to their gender difference their academic achievement level, the effectiveness of their interaction was not shown significantly.
2.The difference of vocational aspirations according to middle school students’ personalities.
First, in relation to the difference of vocational aspirations in each RIASEC type according to their gender difference, the Realistic, the Artistic, the Social and the Conventional type showed significant difference, but the Investigative type did not. In the Realistic, the Enterprising and the Conventional type, males showed higher vocational aspirations, whereas in the Artistic and the Social type, females did it.
Second, regarding the difference of vocational aspirations in each RIASEC type according to their academic achievement level, only the Investigative type showed significant difference and the high level group showed higher vocational aspirations. In the Artistic type the low and middle group showed the inclination of higher vocational aspirations.
Third, concerning the difference of vocational aspirations in each RIASEC type according to their gender difference their academic achievement level, the interactive effectiveness was not shown significantly.
3.The relation between occupational values and vocational aspirations according to their personalities.
First, with regard to the connection between occupational values and vocational aspirations in each RIASEC type according to male students’ academic achievement level, they put much value on the occupational value (self-growth, the pursuit of learning, accomplishment), whereas they put relatively little value on that of the Enterprising type (position, pay, ostentation, power, leadership) and the Realistic type (health, simplicity, outdoor activities, body application) without regard to their academic achievement level. Concerning their vocational aspirations they put high aspirations on the job of the Investigative and the Enterprising type, whereas they put low aspirations on that of the Realistic type. The correlation coefficient between their occupational values and vocational aspirations was generally a low one, but some correlation was shown, and characteristic difference was shown according to the academic achievement level. In case of the Conventional type, little correlation between their occupational values and vocational aspirations was characteristically shown.
Second, regarding the relation between occupational values and vocational aspirations in each RIASEC type according to female students’ academic achievement level, they put much value on the occupational values of the Conventional type (stability, work facilities, responsibility), whereas they put low value on that of the Enterprising and the Realistic type without regard to their academic achievement level as male students did. Regarding their vocational aspirations they showed the difference according to their academic achievement level. In the high level group they put high aspirations on the job of the Investigative and the Social type, and they did it on that of the Artistic and the Investigative type in the middle level group and on that of the Social and the Artistic type in the low level group, whereas they put low aspiration on the job of the Conventional and the Realistic type without regard to their academic achievement level.
The correlation coefficient between their occupational values and their vocational aspirations was a higher one than that in case of male students, and some correlation was shown. It was characteristic that little correlation between their occupational values and vocational aspirations like male students in case of the Conventional type was shown.

목차 (Table of Contents)

• 내용목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 6
• 3. 용어의 정의 = 7
• 4. 연구의 제한점 = 8
• Ⅱ. 이론적 배경 = 9
• 1. 중학생의 특성과 진로발달 = 9
• 2. 진로발달이론 = 12
• 가. Ginzberg의 진로발달이론 = 13
• 나. Super의 진로발달이론 = 15
• 다. Tiedeman의 진로발달이론 = 19
• 3. 직업적 포부이론 = 21
• 가. 직업적 포부의 개념 = 21
• 나. 직업적 포부의 발달모형 = 23
• 다. 직업적 포부에 관한 선행연구 = 27
• 4. 직업적 성격 유형론 = 28
• 가. 기본 가정 = 28
• 나. Holland의 6각형 모형(Hexagonal Model) = 30
• 다. Holland의 6각형 모형의 진단적 개념 = 33
• 5. 직업 가치관 = 34
• 가. 직업가치관의 개념 = 34
• 나. 직업가치관의 기능 = 36
• 다. Holland의 진로이론에 나타난 직업가치관 = 36
• 라. 직업가치관과 관련된 선행연구 = 37
• Ⅲ. 연구 방법 = 40
• 1. 연구 설계 및 모형 = 40
• 2. 연구대상 = 41
• 3. 측정도구 = 41
• 4. 자료 분석 = 44
• Ⅳ. 결과 해석 및 논의 = 45
• 1. 결과 해석 = 45
• 가. 중학생의 성별과 학업성취도에 따른 RIASEC 유형 직업가치관 및 직업적 포부의 차이 = 45
• 나. 중학생의 RIASEC 유형 직업가치관과 직업적 포부와의 관계 = 62
• 2. 논의 = 73
• Ⅴ. 요약 및 결론 = 79
• 1. 요약 = 79
• 2. 결론 = 83
• 3. 제언 = 85
• 참고문헌 = 87
• 설문지 = 95
• Abstract = 103
• 표목차
• 표Ⅱ-1. Holland의 직업적 성격유형의 특성 = 32
• 표Ⅲ-1. 자료 수집 결과 = 41
• 표Ⅲ-2. RIASEC유형 직업가치관 측정도구의 구성과 신뢰도 = 42
• 표Ⅲ-3. RIASEC유형 직업적 포부 측정도구의 구성과 신뢰도 = 43
• 표Ⅳ-1. 성별과 학업성취도에 따른 R유형 직업가치관과 직업적 포부에 대한 이원변량분석 결과 = 46
• 표Ⅳ-2. 성별과 학업성취도에 따른 R유형 직업가치관과 직업적 포부에 대한 기술통계량 및 사후 검증표 = 46
• 표Ⅳ-3. 성별과 학업성취도에 따른 I유형 직업가치관과 직업적 포부에 대한 이원변량분석 결과 = 49
• 표Ⅳ-4. 성별과 학업성취도에 따른 I유형 직업가치관과 직업적 포부에 대한 기술통계량 및 사후 검증표 = 49
• 표Ⅳ-5. 성별과 학업성취도에 따른 A유형 직업가치관과 직업적 포부에 대한 이원변량분석 결과 = 52
• 표Ⅳ-6. 성별과 학업성취도에 따른 A유형 직업가치관과 직업적 포부에 대한 기술통계량 및 사후 검증표 = 52
• 표Ⅳ-7. 성별과 학업성취도에 따른 S유형 직업가치관과 직업적 포부에 대한 이원변량분석 결과 = 55
• 표Ⅳ-8. 성별과 학업성취도에 따른 S유형 직업가치관과 직업적 포부에 대한 기술통계량 및 사후 검증표 = 55
• 표Ⅳ-9. 성별과 학업성취도에 따른 E유형 직업가치관과 직업적 포부에 대한 이원변량분석 결과 = 57
• 표Ⅳ-10. 성별과 학업성취도에 따른 E유형 직업가치관과 직업적 포부에 대한 기술통계량 및 사후 검증표 = 57
• 표Ⅳ-11. 성별과 학업성취도에 따른 C유형 직업가치관과 직업적 포부에 대한 이원변량분석 결과 = 60
• 표Ⅳ-12. 성별과 학업성취도에 따른 C유형 직업가치관과 직업적 포부에 대한 기술통계량 및 사후 검증표 = 60
• 표Ⅳ-13. 남학생의 학업성취도에 따른 RIASEC유형 직업가치관 기술통계량 = 63
• 표Ⅳ-14. 남학생의 학업성취도에 따른 RIASEC유형 직업적 포부 기술통계량 = 63
• 표Ⅳ-15. 남학생의 학업성취도에 따른 RIASEC유형별 각 직업가치관 점수와 직업적 포부 점수와의 상관계수 = 66
• 표Ⅳ-16. 여학생의 학업성취도에 따른 RIASEC유형 직업가치관 기술통계량 = 68
• 표Ⅳ-17. 여학생의 학업성취도에 따른 RIASEC유형 직업적 포부 기술통계량 = 68
• 표Ⅳ-18. 여학생의 학업성취도에 따른 RIASEC유형별 직업가치관 점수와 직업적 포부 점수와의 상관계수 = 72
• 그림목차
• 그림Ⅱ-1. 직업적 포부와 여러 가지 이론적 구인들 간의 관계 = 24
• 그림Ⅱ-2. Holland의 직업적 성격유형의 6각형 모형 = 31
• 그림Ⅲ-1. 연구모형 = 40
• 그림Ⅳ-1. 남녀학생의 R유형 직업가치관 점수 = 47
• 그림Ⅳ-2. 남녀학생의 R유형 직업적 포부 점수 = 47
• 그림Ⅳ-3. 남녀학생의 I유형 직업가치관 점수 = 50
• 그림Ⅳ-4. 남녀학생의 I유형 직업적 포부 점수 = 50
• 그림Ⅳ-5. 남녀학생의 A유형 직업가치관 점수 = 53
• 그림Ⅳ-6. 남녀학생의 A유형 직업적 포부 점수 = 53
• 그림Ⅳ-7. 남녀학생의 S유형 직업가치관 점수 = 56
• 그림Ⅳ-8. 남녀학생의 S유형 직업적 포부 점수 = 56
• 그림Ⅳ-9. 남녀학생의 E유형 직업가치관 점수 = 58
• 그림Ⅳ-10. 남녀학생의 E유형 직업적 포부 점수 = 58
• 그림Ⅳ-11. 남녀학생의 C유형 직업가치관 점수 = 61
• 그림Ⅳ-12. 남녀학생의 C유형 직업적 포부 점수 = 61
• 그림Ⅳ-13. 남학생의 학업성취도 수준에 따른 RIASEC유형 직업가치관 점수 = 65
• 그림Ⅳ-14. 남학생의 학업성취도 수준에 따른 RIASEC유형 직업적 포부 점수 = 65
• 그림Ⅳ-15. 여학생의 학업성취도 수준에 따른 RIASEC유형 직업가치관 점수 = 70
• 그림Ⅳ-16. 여학생의 학업성취도 수준에 따른 RIASEC유형 직업적 포부 점수 = 70