고등학생의 자기존중감 및 진로정체감이 학업성취도에 미치는 영향 = The Effects of Self-Esteem and Career Identity on the Scholastic Achievement of High-School Students

다국어 초록 (Multilingual Abstract)

Building self-esteem and forming career identity are the most important things for high school students who are preparing for working life. We assume that students with high self-esteem and career identity do well scholastically, We set the following four questions:
First, is high school student self-esteem meaningfully correlated with career identity?
Second, do gender and grades affect high school student self-esteem?
Third, do gender and grades affect high school student career identity?
Forth. do high school student self-esteem and career identity affect scholastic achievement?
This study was conducted on 360 students: 173 first-grade high school students (85 males and 88 females) and 187 second-grade high school students (98 males and 89 females). Coopersmith(1967)s CSEI (Self-Esteem Inventory) translated by Song, In-seop (1989) was used to measure self-esteem. Kim, Bong-hwans translation (1997) of the MVS (My Vocational Situation) Identity Scale developed by Holland, Daiger, and Power (1980) was used to examine career identity. Regarding scholastic achievement, the subjects' GPAs for 2003 were taken as measurement standards. The statistical package to analyze the data was SPSS 10.0, and the relationships were analyzed by T-test, two-way ANOVA, and regression analysis. Correlations of the variables (self-esteem, career identity, and scholastic achievement) were analyzed.
It was found that students with high self-esteem and career identity did better scholastically than students who did not. It was also found that grades rather than gender prominently affected career identity.
The major inference of the study was that to enhance efficiency and to succeed in works, cognitive factors have to be in harmony with affective factors such as interests, motivation, and self-esteem. I conclude that counseling programs should be developed for each high school grade to form and enhance self-esteem and career identity during the sensitive phases of adolescence. In addition, it is time to develop structured positive self-evaluation programs and to use them in schools. Moreover, there is a strong demand for a study to see how career prospects are shaped by the affective aspects that are indicated by grades.

국문 초록 (Abstract)

본 연구에서는 이제까지 이루어진 선행연구에 기초하여, 청소년기에 있는 고등학생을 대상으로 자기존중감 형성이 진로정체감 형성에 어떠한 영향을 미치며 학교학습에서 1차적 목표가 되는 학업성취에 어떠한 영향을 미치고 있는가를 살펴보고자 한다. 이러한 연구를 수행함으로써, 청소년들의 자기존중감 확보를 통한 진로정체감 형성의 필요성을 밝히고, 학교현장에서 학생들을 보다 잘 이해하기 위한 기초자료로써 학업, 진학, 진로지도 및 생활지도에 사용하는 것을 목적으로 한다.

목차 (Table of Contents)

• 차례
• Ⅰ. 서론 = 1
• Ⅱ. 이론적 배경 = 3
• 1. 자기존중감 = 3
• 2. 진로정체감 = 5
• 3. 학업성취도 = 8
• 4. 자기존중감, 진로정체감, 및 학업성취도와의 관계 = 9
• 1) 자기존중감과 진로정체감과의 관계 = 9
• 2) 자기존중감과 학업성취도와의 관계 = 11
• 3) 진로정체감과 학업성취도와의 관계 = 12
• 5. 연구 문제 = 13
• Ⅲ. 연구 방법 = 15
• 1. 연구 대상 = 15
• 2. 측정 도구 = 15
• 1) 자기존중감 검사 = 15
• 2)진로정체감(Career Identity) 검사 = 17
• 3) 학업성취도 검사 = 18
• 3. 자료 처리 = 18
• Ⅳ. 연구 결과 및 해석 = 19
• 1. 고등학생의 자기존중감과 진로정체감의 관계분석 = 19
• 2. 고등학생의 성별, 학년에 따라 자기존중감의 차이분석 = 20
• 3. 고등학생의 성별, 학년에 따라 진로정체감의 차이 = 25
• 4. 고등학생의 자기존중감과 진로정체감이 학업성취도에 미치는 영향 = 26
• Ⅴ. 논의 및 결론 = 28
• 참고 문헌 = 32
• ABSTRACT = 35
• 부록 = 38
• 1. 자기존중감 설문도구 = 38
• 2. 진로정체감 설문도구 = 40