출신고교별 미용전공대학생의 자기효능감이 전공만족도에 미치는 영향 = Influence of Self-Efficacy in College Students Majoring in Beauty by Former High School upon Major Satisfaction|RISS 상세보기

다국어 초록 (Multilingual Abstract)

This study examined the major satisfaction by classifying college students majoring in beauty by former high school(beauty high school, general high school), and inquired into difference in self-efficacy, which has influence upon belief and faith in what undergraduate oneself can do by former high school, and namely, upon performance. Also, this study grasped influence of self-efficacy in undergraduates by former high school upon major satisfaction, pursued a countermeasure for the segmented education by level, developed a counseling program of encouraging self-efficacy. Thus, the aim is to offer basic data available for developing it into the practical learning by enhancing the mature learning strategy and academic achievement.
The subjects of this study were 400 female undergraduates majoring in beauty at colleges where are located in Seoul. Total 388 copies of the graduates from beauty high school and the graduates from general high school were used for final analysis. A research tool was used questionnaire, which was developed by Shere et al.(1982) and was used in the researches of Hong Hye-yeong(1995) and Jeong Hui-yeong(2010), in order to measure self-efficacy in college students majoring in beauty. The measurement of satisfaction with major was modified and supplemented the questionnaire, which was used in the researches of Ha Hye-suk(2000), Lee Eun-ju(2009), and Jeong Hui-yeong(2010), with Likert five-step scale in order to be proper for the objective of this study. Data analysis was carried out the frequency analysis, factor analysis, correlation analysis, and multiple regression analysis by utilizing SPSS v. 12.0 statistical package program.
The results of this study are as follows.
First, as a result of carrying out demographic characteristics of survey subjects, the significant difference wasn't indicated by former high school. The response as saying that 'there is no educational difference,' to the question about 'the appearance of having educational difference between beauty high school and college,' accounted for 54.5%. Thus, the necessity of the differentiated educational objective and the deepened curriculum was suggested rather than the repetitive learning centering on beauty education at college.
Second, as for self-efficacy by former high school and by school year, the self-efficacy of sophomore as the graduate from general high school was surveyed to be the highest. This can be said to be synergy effect of self-efficacy that established the challenging goal in the higher school year.
Third, the major satisfaction by former high school and by school year was indicated to be in order of freshman as the graduate from general high school(M=3.38), freshman as the graduate from beauty high school(M=3.18), sophomore as the graduate from general high school(M=2.98), and sophomore as the graduate from beauty high school(M=2.77). This suggested the necessity of organizing the segmented curriculum by level available for expecting the equal academic achievement with going on to sophomore ahead of entering society, by implementing multi-dimensional schoolwork strategy and making it available for being adjusted to major, through the level-separation education in the students with beginning level and the students with career during freshman.
Fourth, the significant positive(+) correlation was shown(p<.01) between self-efficacy and major satisfaction. In case of sophomore as the graduate from general high school with the highest self-efficacy, they had the greatest influence even upon major satisfaction. Self-confidence, Self-regulation and task-difficulty preference could be known to be important factor in major satisfaction. Accordingly, high self-efficacy can be known to be important variable in major satisfaction.
This study is suggesting that the segmented education by former high school is needed for enhancing academic achievement, and that self-efficacy has positive influence upon major satisfaction in relationship between self-efficacy and major satisfaction.

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국문 초록 (Abstract)

본 연구는 미용전공대학생을 출신고교별(미용고교, 일반고교)로 분류하여 전공만족도를 알아보고, 출신고교별 미용전공대학생 자신이 할 수 있는 것에 대한 믿음과 신념 즉, 수행에 영향을 미치는 자기효능감의 차이를 살펴보았다. 또한 출신고교별 미용전공대학생의 자기효능감이 전공만족도에 미치는 영향을 파악하여, 수준별 세분화된 교육 대책 방안을 모색하고 자기효능감을 고취시키는 상담프로그램을 개발하여, 성숙한 학습전략과 학업성취를 향상시켜 실용학문으로 발전시킬 수 있는 기초 자료를 제공하는데 그 목적이 있다.
본 연구 대상은 서울에 소재한 미용전공대학 여대생 400명으로, 미용고교 졸업생, 일반고교 졸업생 총 388부가 최종 분석에 사용되었다.
연구 도구는, 미용전공대학생의 자기효능감 측정을 위해 Shere et al.(1982)이 개발하고 홍혜영(1995), 정희영(2010)의 연구에 사용된 설문지를 사용하였고, 전공만족도 측정에는 하혜숙(2000), 이은주(2009), 정희영(2010)의 연구에 사용된 설문지를 본 연구의 목적에 적합하게 Likert 5단계 척도로 수정·보완하여 사용하였다. 자료분석은 SPSS v. 12.0 통계 패키지 프로그램을 활용하여 빈도분석, 요인분석, 상관관계분석, 다중회귀분석을 실시하였다.
본 연구의 결과는 다음과 같다.
첫째, 조사대상의 인구통계학적 특성을 실시한 결과 출신고교별 유의한 차이는 보이지 않았다. ‘미용고교와 대학에서 교육 차이가 있느냐’는 질문에서 ‘교육 차이가 없다’는 답변이 54.5%로, 대학에서 미용교육을 중심으로 반복학습보다는 차별화된 교육목표와 심화교육과정의 필요성을 제시하였다.
둘째, 출신고교별, 학년별 자기효능감은 일반고교 졸업생 2학년이 가장 높은 것으로 조사되었었다. 이는 학년이 올라 갈수록 도전적 목표를 설정한 자기효능감의 상승효과라 할 수 있다.
셋째, 출신고교별, 학년별 전공만족도는 일반고교 졸업생 1학년(M=3.38), 미용고교 졸업생 1학년(M=3.18), 일반고교 졸업생 2학년(M=2.98), 미용고교 졸업생 2학년(M=2.77) 순으로 나타났다. 이는 1학년 때 초급학생과 경력학생의 수준분리 교육을 통해 다각적인 학업전략을 구축하고 전공적응을 가능하게 하여, 사회입문을 앞둔 2학년에 올라가면서 동등한 학업성취를 기대 할 수 있는 수준별 세분화된 교과과정 편성이 필요할 것을 시사하였다.
넷째. 자기효능감과 전공만족도간의 유의미한 정(+)적 상관관계가 있는 것으로 나타났다(p<.01). 자기효능감이 가장 높은 일반고교 졸업생 2학년의 경우 전공만족도에 있어서도 가장 많은 영향력을 갖고 있었으며, 자신감, 자기조절과 과제난이도 선호는 전공만족도에 중요한 요인임을 알 수 있었다. 따라서 높은 자기효능감은 전공만족도에 중요한 변인임을 알 수 있다.
본 연구에서는 출신고교별 세분화된 교육이 학업성취 향상을 위해 필요하고, 자기효능감과 전공만족도간 관계에서는 자기효능감이 전공만족도에 긍정적인 영향을 미친다는 것을 시사하고 있다.

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본 연구는 미용전공대학생을 출신고교별(미용고교, 일반고교)로 분류하여 전공만족도를 알아보고, 출신고교별 미용전공대학생 자신이 할 수 있는 것에 대한 믿음과 신념 즉, 수행에 영향을 ...

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