학업적 자기효능감 및 5요인 성격특성과 진로성숙도와의 관계 = Relationships between Academic Self-efficacy, Five-Factor Personality Dimensions, and Career Maturity Scale in Middle School Students

다국어 초록 (Multilingual Abstract)

The purpose of this thesis is to study the mutual relation between academic self-efficacy and five-factor personality dimensions in learning. In addition , the other aim is to reveal how a junior high school student is exerted influence on his or her course by these factors.
The following contents are investigated in this study.
First, whether sex distinction has influence on academic self-efficacy, five-factor personality dimensions, and career maturity scale
Second, examination on the correlation between academic self-efficacy, five-factor personality dimensions, and career maturity Scale
The data for this study are dealt with by SPSSWIN(ver 10.0) statistically and the results are as follows.
First, the sex distinction doesn’t have influence on Academic self-efficacy and their course career decision. But, extroversion among five-factor personality dimensions influences girl students much more than boy students.
Second, to research the correlation between Academic self-efficacy and career maturity, Pearson’s correlation coefficient is applied.
Third, the relation between and middle school student’s five-factor personality dimension.
Fourth, academic self-efficacy and their subordinate contents generally are related organically and neuroticism is not.
The following is the suggestions which are based on the thesis.
First, it is not reasonable to generalize these results because of choosing middle schools at will.
Second, if the program connected with self-regulatory efficacy, self-control dimension, and conscientiousness organically is invented, the better effect is taken.
Third, it may be interesting to look into the difference which is caused by sex distinction when they are boyhood, childhood, adolescent period and adult in five-factor personality dimensions.
Fourth, there haven’t been many studies which are connected academic self-efficacy, so this field requires further research.

목차 (Table of Contents)

• 내용 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 8
• 3. 용어의 정의 = 9
• Ⅱ. 이론적 배경 = 10
• 1. 학업적 자기효능감 = 10
• 1) 자기효능감 = 10
• 2) 학업적 자기효능감의 개념 및 특성 = 14
• 3) 학업적 자기효능감 척도 개발의 필요성 = 15
• 4) 학업적 자기효능감의 구성 요소 = 17
• 2. 5요인 성격특성 = 18
• 1) 성격의 개념과 특성 = 18
• 2) 성격의 특성이론 = 19
• 3) 5요인 구조(Big-Five Structure)의 발달과정 = 20
• 4) 5요인 모형(Big-Five 모형) = 23
• 3. 진로성숙 = 25
• 1) 진로성숙의 개념 = 25
• 2) 진로발달 이론 = 26
• 4. 선행연구 고찰 = 34
• 1) 자기효능감 및 학업적 자기효능감과 진로성숙에 대한 선행연구 = 34
• 2) 성격특성과 진로성숙 관련 선행연구 = 37
• Ⅲ. 연구 방법 = 40
• 1. 연구모형 = 40
• 2. 연구 대상 = 40
• 3. 측정 도구 = 41
• 4. 자료분석 방법 = 46
• Ⅳ. 결과 분석 및 논의 = 47
• 1. 관계변인에 대한 기술통계량 = 47
• 2. 학업적 자기효능감과 진로성숙도의 관계 = 48
• 3. 5요인 성격특성과 진로성숙도의 관계 = 54
• 4. 논의 = 62
• Ⅴ. 요약 및 결론 = 67
• 1. 요약 = 67
• 2. 결론 = 69
• 참고문헌 = 71
• 부록 = 83
• Abstract = 92