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    인지적 정보처리접근 중심 대학생 진로발달 증진 프로그램 개발 = The Career Development Program based on the Cognitive Information Processing Approach for University Students

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    https://www.riss.kr/link?id=T11971878

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    다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

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    The purpose of this study was to develop an Career Development Program based on the Cognitive Information Processing Approach(CDP- CIP) for University Students and to investigate its effects. To achieve this purpose the sub-factors were extracted based on the university students' needs, career expert research, and literature research on the theory of career development and career-cognition. The extracted sub- factors were self exploration, job exploration, career decision making, and execution of career preparation behavior. In this study improvement of career development was operationally defined as the total scores of the three scales assessed by Career Identity Inventory(in My Vocational Situation) (Holland et al., 1980, Kim, 1997), Career Decision Scale(Osipow et al., 1980, Ko, 1992), and Career Preparation Behavior Inventory(Kim, 1997). And modification of dysfunctional career-cognition was operationally defined as the total scores of the three factors assessed by Career Belief Scale(Lee, 2009).
    The concept of career development is derived from variety career development theories(Ginsberg et. al., 1951; Super, 1953; Zunker, 2001) and cognitive information processing approach (Sampson et al., 1999). According to the cognitive information processing approach, a career development can be improved in four tasks, that is, self exploration, job exploration, career decision making, and execution of career preparation behavior. People can improve their career development by execution of career tasks, and modification of the dysfunctional career-cognition. So, the modification of dysfunctional career-cognition is required when career development improve.

    The problems of the study were as follows.
    1. Will the Career Development Program based on the Cognitive Information Processing Approach for University Students be constructed properly?
    2. Will the validity of the Career Development Program based on the Cognitive Information Processing Approach for University Students be verified empirically?
    2-1. Will the Career Development Program based on the Cognitive Information Processing Approach for University Students increase the scores of overall career development(career identity, career decision level, career preparation behavior) more effectively than the existing career development program?
    2-2. Will the Career Development Program based on the Cognitive Information Processing Approach for University Students decrease the scores of overall career belief and the scores in the sub- factors(belief of career identity, belief of career decision, belief of career preparation behavior) more effectively than the existing career development program?

    Career Development Program based on the Cognitive Information Processing Approach for University Students was developed, based on precedent research and literature research. The procedures were as follows: confirmation of necessity for program development, survey of needs and an career specialist's opinion collecting, formulation of goal and objective, analysis of the existing program, selection of measuring instrument, construction of content and composition of strategies, program embodiment and selection of comparative program, a check by career specialists and implementation of preparatory program, verification of preparatory program effect and adjustment & supplementation of program, implementation of main program, evaluation of main program, decision of final program and management
    Career Development Program based on the Cognitive Information Processing Approach for University Students has been largely evaluated through a formative evaluation and a summative evaluation. Formative evaluation was conducted by requiring subjects to complete a session evaluation at the end of implementation of preparatory program. Summative evaluation was carried out by using two methods: first, the every session and entire sessions were evaluated through expressions of participants' impression on the program; second, the effectiveness of the program was measured through Scales for University students. As a result, most of the participants reported a high level of satisfaction.
    The effectiveness of the program was verified by the following methods. Career Development Program based on the Cognitive Information Processing Approach for University Students was made up of 10 sessions, 100～120 minutes per session. In order to verify the effect of Career development program based on the Cognitive Information Processing Approach for University students, 60 students who wanted to participate in the program were randomly alloted into four groups. The Career Development Program based on the Cognitive Information Processing Approach group as a treatment group, career development program group as a comparative groupⅠ, career group counseling program based on REBT(rational emotive behavior therapy) group as a comparative groupⅡ, and no treatment group as a control group. Each group consisted of 15 university students. Each student in the treatment group, comparative groupⅠ, and comparative groupⅡ participated in the program for a total of 10 sessions during 5 weeks. The students in the control group had no treatment.

    Career Identity Inventory(in My Vocational Situation) (Holland et al., 1980, Kim, 1997), Career Decision Scale(Osipow et al., 1980, Ko, 1992), and Career Preparation Behavior Inventory(Kim, 1997). And modification of dysfunctional career-cognition was operationally defined as the total scores of the three factors assessed by Career Belief Scale(Lee, 2009).
    The Scale for university student's Career Identity Inventory(in My Vocational Situation: Holland et al., 1980, Kim, 1997), Career Decision Scale(Osipow et al., 1980, Ko, 1992), Career Preparation Behavior Inventory (Kim, 1997), and Career Belief Scale(Lee, 2009) were used as a measuring instrument. To examine the effects of programs, a pretest before the program and a posttest immediately after the program were administered. A follow-up test was administered after 5 weeks to examine the durability of the effects of the program. In the statistical analysis 56 data were finally used.
    To verify the effects of programs, correlation analysis and Multivariate repeated-measure analysis was conducted. The program used for data analysis was SPSS 15.0 for Windows and the significance level for hypothesis testing was set at .05.
    The results were as follows. The comparative groupⅠ was significantly higher than the control group in the levels of overall career identity, career decision level career preparation behavior and career belief. The comparative groupⅡ wasn't significantly higher than the control group in the levels of overall career identity, career decision level and career preparation behavior. Treatment group was significantly higher than the comparative groupⅠand Ⅱ in the levels of overall career identity, career decision level and career preparation behavior. The comparative groupⅠ wasn't significantly lower than the control group in the levels of overall career belief. The comparative groupⅡ was significantly higher than the control group in the levels of overall career belief. Treatment group was significantly lower than the comparative groupⅠand Ⅱ in the levels of overall career belief and of all sub-factors such as the belief of career belief. The comparative group was significantly lower than the control group in the levels of career belief and the treatment group was significantly lower than the comparative group in the levels of career belief.
    In conclusion, it was shown that the Career Development Program based on the Cognitive Information Processing Approach for University students was developed properly..
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    The purpose of this study was to develop an Career Development Program based on the Cognitive Information Processing Approach(CDP- CIP) for University Students and to investigate its effects. To achieve this purpose the sub-factors were extracted bas...

    The purpose of this study was to develop an Career Development Program based on the Cognitive Information Processing Approach(CDP- CIP) for University Students and to investigate its effects. To achieve this purpose the sub-factors were extracted based on the university students' needs, career expert research, and literature research on the theory of career development and career-cognition. The extracted sub- factors were self exploration, job exploration, career decision making, and execution of career preparation behavior. In this study improvement of career development was operationally defined as the total scores of the three scales assessed by Career Identity Inventory(in My Vocational Situation) (Holland et al., 1980, Kim, 1997), Career Decision Scale(Osipow et al., 1980, Ko, 1992), and Career Preparation Behavior Inventory(Kim, 1997). And modification of dysfunctional career-cognition was operationally defined as the total scores of the three factors assessed by Career Belief Scale(Lee, 2009).
    The concept of career development is derived from variety career development theories(Ginsberg et. al., 1951; Super, 1953; Zunker, 2001) and cognitive information processing approach (Sampson et al., 1999). According to the cognitive information processing approach, a career development can be improved in four tasks, that is, self exploration, job exploration, career decision making, and execution of career preparation behavior. People can improve their career development by execution of career tasks, and modification of the dysfunctional career-cognition. So, the modification of dysfunctional career-cognition is required when career development improve.

    The problems of the study were as follows.
    1. Will the Career Development Program based on the Cognitive Information Processing Approach for University Students be constructed properly?
    2. Will the validity of the Career Development Program based on the Cognitive Information Processing Approach for University Students be verified empirically?
    2-1. Will the Career Development Program based on the Cognitive Information Processing Approach for University Students increase the scores of overall career development(career identity, career decision level, career preparation behavior) more effectively than the existing career development program?
    2-2. Will the Career Development Program based on the Cognitive Information Processing Approach for University Students decrease the scores of overall career belief and the scores in the sub- factors(belief of career identity, belief of career decision, belief of career preparation behavior) more effectively than the existing career development program?

    Career Development Program based on the Cognitive Information Processing Approach for University Students was developed, based on precedent research and literature research. The procedures were as follows: confirmation of necessity for program development, survey of needs and an career specialist's opinion collecting, formulation of goal and objective, analysis of the existing program, selection of measuring instrument, construction of content and composition of strategies, program embodiment and selection of comparative program, a check by career specialists and implementation of preparatory program, verification of preparatory program effect and adjustment & supplementation of program, implementation of main program, evaluation of main program, decision of final program and management
    Career Development Program based on the Cognitive Information Processing Approach for University Students has been largely evaluated through a formative evaluation and a summative evaluation. Formative evaluation was conducted by requiring subjects to complete a session evaluation at the end of implementation of preparatory program. Summative evaluation was carried out by using two methods: first, the every session and entire sessions were evaluated through expressions of participants' impression on the program; second, the effectiveness of the program was measured through Scales for University students. As a result, most of the participants reported a high level of satisfaction.
    The effectiveness of the program was verified by the following methods. Career Development Program based on the Cognitive Information Processing Approach for University Students was made up of 10 sessions, 100～120 minutes per session. In order to verify the effect of Career development program based on the Cognitive Information Processing Approach for University students, 60 students who wanted to participate in the program were randomly alloted into four groups. The Career Development Program based on the Cognitive Information Processing Approach group as a treatment group, career development program group as a comparative groupⅠ, career group counseling program based on REBT(rational emotive behavior therapy) group as a comparative groupⅡ, and no treatment group as a control group. Each group consisted of 15 university students. Each student in the treatment group, comparative groupⅠ, and comparative groupⅡ participated in the program for a total of 10 sessions during 5 weeks. The students in the control group had no treatment.

    Career Identity Inventory(in My Vocational Situation) (Holland et al., 1980, Kim, 1997), Career Decision Scale(Osipow et al., 1980, Ko, 1992), and Career Preparation Behavior Inventory(Kim, 1997). And modification of dysfunctional career-cognition was operationally defined as the total scores of the three factors assessed by Career Belief Scale(Lee, 2009).
    The Scale for university student's Career Identity Inventory(in My Vocational Situation: Holland et al., 1980, Kim, 1997), Career Decision Scale(Osipow et al., 1980, Ko, 1992), Career Preparation Behavior Inventory (Kim, 1997), and Career Belief Scale(Lee, 2009) were used as a measuring instrument. To examine the effects of programs, a pretest before the program and a posttest immediately after the program were administered. A follow-up test was administered after 5 weeks to examine the durability of the effects of the program. In the statistical analysis 56 data were finally used.
    To verify the effects of programs, correlation analysis and Multivariate repeated-measure analysis was conducted. The program used for data analysis was SPSS 15.0 for Windows and the significance level for hypothesis testing was set at .05.
    The results were as follows. The comparative groupⅠ was significantly higher than the control group in the levels of overall career identity, career decision level career preparation behavior and career belief. The comparative groupⅡ wasn't significantly higher than the control group in the levels of overall career identity, career decision level and career preparation behavior. Treatment group was significantly higher than the comparative groupⅠand Ⅱ in the levels of overall career identity, career decision level and career preparation behavior. The comparative groupⅠ wasn't significantly lower than the control group in the levels of overall career belief. The comparative groupⅡ was significantly higher than the control group in the levels of overall career belief. Treatment group was significantly lower than the comparative groupⅠand Ⅱ in the levels of overall career belief and of all sub-factors such as the belief of career belief. The comparative group was significantly lower than the control group in the levels of career belief and the treatment group was significantly lower than the comparative group in the levels of career belief.
    In conclusion, it was shown that the Career Development Program based on the Cognitive Information Processing Approach for University students was developed properly..

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    목차 (Table of Contents)

    • Ⅰ. 서 론 1
    • 1. 문제 제기 1
    • 2. 연구 문제 6
    • 3. 용어 정의 7
    • 4. 연구 의의 8
    • Ⅰ. 서 론 1
    • 1. 문제 제기 1
    • 2. 연구 문제 6
    • 3. 용어 정의 7
    • 4. 연구 의의 8
    • 5. 연구 제한점 9
    • 6. 연구 가정 10
    • Ⅱ. 이론적 배경 11
    • 1. 인지적 정보처리접근 중심 대학생 진로발달 증진 프로그램 개발 11
    • 2. 인지적 정보처리접근 중심 대학생 진로발달 증진 프로그램 평가 75
    • 3. 인지적 정보처리접근 중심 대학생 진로발달 증진 프로그램 효과 81
    • Ⅲ. 프로그램 개발 과정 및 구성 결과 96
    • 1. 인지적 정보처리접근 중심 대학생 진로발달 증진 프로그램 개발 과정 96
    • 2. 인지적 정보처리접근 중심 대학생 진로발달 증진 프로그램 구성 결과 137
    • IV. 프로그램 평가 방법 및 결과 138
    • 1. 인지적 정보처리접근 중심 대학생 진로발달 증진 프로그램 평가 방법 138
    • 2. 인지적 정보처리접근 중심 대학생 진로발달 증진 프로그램 평가 결과 144
    • V. 논의 179
    • 1. 인지적 정보처리접근 중심 대학생 진로발달 증진 프로그램 개발 179
    • 2. 인지적 정보처리접근 중심 대학생 진로발달 증진 프로그램 평가 190
    • 3. 프로그램 활용 및 제한점 223
    • Ⅵ. 결론 및 제언 225
    • 1. 결론 225
    • 2. 제언 232
    • 참고 문헌 234
    • 영문 초록 247
    • 부록 251
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    참고문헌 (Reference)

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    6. 현대진로상담, 이현림, 서울: 학지사, , 1996

    7. Career intervention, Spokane, Arnold R, Prentice Hall, , 1991

    8. Choosing a vocation, Pasons, , 1909

    9. 프로그램 개발, 변창진, , 1994

    10. Childhood and society, Erikson, Erik H, Norton, Childhood and society, , 1963

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