방과 후 활동이 청소년의 진로결정 자기효능감에 미치는 영향 : 전문계 고등학교 학생을 중심으로

다국어 초록 (Multilingual Abstract)

This research analyzes correlation between the activities in after-school and Career Decision Making Self Efficacy, and discusses operation measures through interactive effect differences between genders and between activity sectors.
For gathering data, the modified questionnaire for the teens with demographic questions (Eun-kyeong Lee, 2001) of the contracted form of Career Decision-Making Self-Efficacy, CDMESE-SF, designed by Taylor and Betz(1983) is used.
The cases consist of 324 male and female vocational high school students in Gyeonggi-do.
The result of the research is following.
First, after-school activities significantly associate with vocational school students' career decision-making self efficacy.
Second, with the orthogonal contrast coding, the participation sector of after-school activities (ability grouping supplementary lessons, applied skills courses and club activities) is not meaningful, but the participation of the activities itself is meaningful.
Third, the duration of the participation of the after-school activities significantly associates with career decision-making self-efficacy.
Forth, the relation of spontaneity of participating in the activities with career decision-making self-efficacy is not meaningful.
Fifth, female students' career decision-making self-efficacy does not increase much, but male student's career decision-making self-efficacy increases significantly after activities.
Sixth, career decision-making self-efficacy increases as the duration of applied skills courses is longer rather than the duration of ability grouping supplementary lessons and club activities.

Through this research, after-school activities are significantly related to career decision-making self-efficacy, expecially male students' career decision-making self-efficacy. Thus, it is necessary for schools to open various classes for both male and female students, and encourage the activities to be active. Moreover, teachers and parents should make students participate in the after-school activities.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론 1
• Ⅱ. 이론적 배경 5
• 1. 방과 후 활동 5
• 2. 진로결정 자기효능감 9
• 3. 연구목적 및 연구문제 12
• Ⅲ. 연구방법 14
• 1. 연구대상 14
• 2. 측정도구 15
• 3. 자료처리 및 분석 15
• Ⅳ. 연구결과 16
• 1. 방과 후 활동 참여 유무에 따른 진로결정 자기효능감 비교 16
• 2. 주요 변인들 간의 상관분석 17
• 3. 성별 및 참여기간과 방과 후 활동 참여 영역간의 상호작용 효과 18
• 4. 성별 및 참여기간과 방과 후 활동 참여 영역간의 상호작용 효과 분석 22
• Ⅴ. 논 의 24
• 1. 논의 및 결론 24
• 2. 연구의 한계 및 제언 26
• 참고문헌 28
• 부록 31
• ABSTRACT 35