개인ㆍ가족ㆍ학교관련 변인이 중학생의 진로태도성숙에 미치는 영향 = (The) Effects of the Individual, Family and School-Related Variables on the Maturity of Career Attitude in Middle School Students

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the variables that had an effect on the maturity of career attitude in middle school students. Independent variables were categorized into three groups : individual-related variables, family-related variables, and school-related variables. The individual-related variables were gender difference, academic year, academic achievement, and self-efficacy. The family-related variables were socio-economic status of the family, communication on career with parents, parental support, sibling's support, and value orientation of the family. The school-related variables included communication on career with friends, teacher's support, and friend's support.
The subjects of this study were 490 students who were selected at random from first, second, and third grade of middle school in Daegu.
A questionnaire was used for the survey. The data were analyzed by factor analysis, multiple regression analysis, and hierarchical regression analysis.
The major findings of this study were summarized as follow:
First, among the individual-related variables that had an effect on the maturity of career attitude in middle school students, self-efficacy affected all sub-factors of the maturity of career attitude the most. Academic achievement affected decisiveness and preparation, the maturity of career attitude sub-factor. Gender difference and academic year affected preparation and goal orientation.
More specifically, All sub-factors of the maturity of career attitude were higher with students who had higher self-efficacy. Students with higher academic achievement had higher decisiveness and preparation. Students with higher academic year had higher preparation and goal orientation. Girls had higher preparation and goal orientation than boys.
The result of this study indicates that self-efficacy is the most significant variable on the maturity of career attitude in middle school student.
Second, the results of the family-related variables that had an effect on the maturity of career attitude in middle school students were that communication on career with parents affected decisiveness, preparation, and confidence, the maturity of career attitude sub-factor, socio-economic status of the family and sibling's support affected confidence, and value orientation of the family affected goal orientation and independence.
More specifically, students who had more frequent communication on career with parents showed higher decisiveness, preparation, and confidence. Students with higher socio-economic status of the family and sibling's support had higher confidence. Students with lower value orientation of the family had higher goal orientation and independence.
The result of this study gives suggestion that at home, parents should have frequent communication with their children and give advice and information on career. And at school, teachers should run a program of career guidance for parents to give their children reliable information.
Third, among the school-related variables that had an effect on the maturity of career attitude in middle school students, communication on career with friends affected preparation, the maturity of career attitude sub-factor. Teacher's support affected decisiveness, preparation, and confidence. Friend's support affected confidence and independence.
More specifically, students had more frequent communication on career with friends showed higher preparation. Students who perceived teacher's support more had higher decisiveness, preparation, and confidence. Students who perceived friend's support more had higher confidence and independence.
The result of this study gives suggestion that at school, teachers should have students disscuss and communicate with each other for sharing career information among students.
Fourth, decisiveness, preparation, and confidence among the maturity of career attitude sub-factors were affected the most by individual variables. And self-efficacy was the most significant. Goal orientation and independence were affected the most by family-related variables.
The result of this study indicates that parents and teachers should consider the characteristics of individual, family, and school-related overall when they guide students' career.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1.1 연구의 중요성 및 문제의 제기 = 1
• 1.2. 연구문제 = 7
• 1.3. 용어의 정의 = 7
• Ⅱ. 이론적 배경 및 선행연구의 고찰 = 10
• 2.1 진로태도성숙 = 10
• 2.2. 진로태도성숙에 영향을 미치는 개인관련 변인 = 12
• 2.3. 진로태도성숙에 영향을 미치는 가족관련 변인 = 17
• 2.4. 진로태도성숙에 영향을 미치는 학교관련 변인 = 25
• Ⅲ. 연구방법 = 29
• 3.1. 연구대상 = 29
• 3.2. 연구절차 = 31
• 3.3. 측정도구 = 31
• 3.4. 자료분석 및 통계적 처리 = 36
• Ⅳ. 연구결과 = 37
• 4.1. 개인관련 변인이 중학생의 진로태도성숙에 미치는 영향 = 37
• 4.2. 가족관련 변인이 중학생의 진로태도성숙에 미치는 영향 = 38
• 4.3. 학교관련 변인이 중학생의 진로태도성숙에 미치는 영향 = 40
• 4.4. 개인ㆍ가족ㆍ학교관련 변인이 중학생의 진로태도성숙에 미치는 상대적 영향 = 41
• Ⅴ. 논의 = 50
• 5.1. 개인관련 변인이 중학생의 진로태도성숙에 미치는 영향 = 50
• 5.2. 가족관련 변인이 중학생의 진로태도성숙에 미치는 영향 = 51
• 5.3. 학교관련 변인이 중학생의 진로태도성숙에 미치는 영향 = 53
• 5.4. 개인ㆍ가족ㆍ학교관련 변인이 중학생의 진로태도성숙에 미치는 상대적 영향 = 55
• Ⅵ. 결론 및 제언 = 60
• 참고문헌 = 64
• 영문초록 = 72
• 부록 = 74
• 부록 1 : 각 척도에 대한 요인분석 및 신뢰도 검증 결과 = 75
• 부록 2 : 질문지 = 85