대학생의 자기주도학습과 취업불안 및 취업스트레스와의 관계

다국어 초록 (Multilingual Abstract)

The purposes of this study are to examine the relationship between university students' self-directed learning, employment anxiety and employment stress and utilize it as a basic material for university students' effective preparation of employment. To achieve the purposes, self-directed learning was set by independent variable and employment anxiety and employment stress were set by dependent variables. The subject of this study is 250 male/female students in the third and forth grades of three 4-year universities located in Gyeongnam area. And, total 233 final materials were used to the analysis. Difference verification was used for analyzing ‘research problem 1’ and ‘research problem 2’ and correlation analysis was used for analyzing ‘research problem 3’. For this study, self-directed learning scale, employment anxiety scale and employment stress scale were used by the statistical program of SPSS 15.0 for windows.
As the results of data analysis, there were several significant results academically. In relation to results and discussion obtained by this study, following researcher must consider the below matters.
First, this study has some limits to generalization to university students in the whole country because the object of study is limited to junior and senior in the three 4-year universities located in Gyeongnam area.
Second, this study is all the more meaningful if the follow up study of various variables for the self directed learning of university students to reduce stress about finding a job is conducted.
Third, a study of various variables influenced settling his route and finding a job is required prior to beginning any construction.
Fourth, the value of the study will be increased when the follow up study compare and analyze with a freshman / sophomore and junior / senior.
Fifth, a development of instruction- learning program needs further research to improve the academic achievement and motivation of university students.
Sixth, the learner who has the self directed learning ability will be developed progressively when they get opportunity to choose, to control, to regulate the learning process themselves considering the intrinsic motivation. This self-directed learning has a positive effect on the academic achievement and motivation and preparing to find a job.
Seventh, the excessive anxiety about finding a job from the most university students graduating is liable to show up. It breaks a state of equilibrium physically and psychological. So they can’t have a desirable campus life because it brings the depression and a social phobia. After we have fully examined the cause of the employment anxiety, we shall have the follow up study about individual disposition and personality for the prevention and decrease of the employment anxiety.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 6
• 3. 용어정의 7
• Ⅱ. 이론적 배경 9
• 1. 자기주도학습 9
• 1) 자기주도학습의 개념 9
• 2) 자기주도학습의 구성요인 13
• 3) 자기주도학습 관련 선행연구 15
• 2. 취업불안 18
• 1) 취업불안의 개념 18
• 2) 취업불안의 구성요인 20
• 3) 취업불안 관련 선행연구 23
• 3. 취업스트레스 26
• 1) 취업스트레스의 개념 26
• 2) 취업스트레스의 구성요인 30
• 3) 취업스트레스 관련 선행연구 32
• Ⅲ. 연구방법 37
• 1. 연구대상 37
• 2. 연구도구 38
• 3. 연구절차 41
• 1) 예비조사 41
• 2) 본조사 42
• 4. 자료분석 42
• Ⅳ. 결과 및 논의 44
• 1. 성별에 따른 자기주도학습과 취업불안 및 취업스트레스의 차이 44
• 1) 대학생의 성별에 따른 자기주도학습의 영역별 인식 44
• 2) 대학생의 성별에 따른 취업불안의 영역별 인식 45
• 3) 대학생의 성별에 따른 취업스트레스의 영역별 인식 46
• 2. 학년에 따른 자기주도학습과 취업불안 및 취업스트레스의 차이 47
• 1) 대학생의 학년에 따른 자기주도학습의 영역별 인식 47
• 2) 대학생의 학년에 따른 취업불안의 영역별 인식 48
• 3) 대학생의 학년에 따른 취업스트레스의 영역별 인식 49
• 3. 대학생의 자기주도학습과 취업불안 및 취업스트레스와의 상관관계 50
• Ⅴ. 결론 및 제언 53
• 1. 결론 53
• 2. 제언 55
• 참고문헌 57
• Abstract 68
• 부록 71