청소년이 지각한 교사기대와 자기애가 진로정체감에 미치는 영향

다국어 초록 (Multilingual Abstract)

The career identity is a concept to apply the identity to the career for recognizing clear and stable goal, interest, and ability for oneself(Holland, Gottfredson, Power, 1980). It is a foundation influential on the deep consideration about one’s aptitude and career with objective understanding for oneself, the rational choice of job corresponding with one’s aptitude, and the connection between job, world, and oneself by the design of future.
High school students in Korea have very little opportunity of career exploration because of the educational environment focusing on university entrance exam, so most of them select their universities and majors based only on their academic results. Students in general high schools are spending most of their times in their school; thus, the role of teachers is very significants. On the other hand, individualism and narcissism are now very common in the rapidly changing modern society. In particular, the increase of only child by the low birthrate in Korea is strengthening the narcissism of adolescents supported by blind love of their parents.
Thus, this study selected teacher expectancy and narcissism realized by students as variables for the career identity of high school students. And the study concerned the relationship between the two variables and the career identity. The results of this study would provide the basic data for developing programs to support the life and career guidance for students.
To achieve the purpose of the study, the research questions were as follows;

1) What is the relationship between the teacher expectancy perceived by adolescents and the career identity?
2) What is the relationship between the narcissism and the career identity of adolescents?
3) What is the relative influence of teacher expectancy and narcissism on the career identity of adolescents?

The research collects data from 1st and 2nd grade students in C and D general high schools in Cheongju to solve the research questions. The collected data from 244 students (155 male students and 189 female students) were analyzed by correlation analysis and multiple regression were. The major results of this study were as follows.
First, there was a significant positive correlation between teacher expectancy perceived by students and career identity(r=.175, p<.01). The results showed that the higher the teacher expectance, the higher the level of career identity.
Second, there was a significant negative correlation between the covert narcissism of adolescents and the career identity(r=-.581, p<.01). It showed that the higher the covert narcissism, the lower the level of career identity. However, there was a significant positive correlation between overt narcissism and career identity(r=.207, p<.01). It revealed that the higher the overt narcissism, the higher the level of career identity.
Third, the multiple regression was performed after setting the teacher expectancy, overt narcissism, and covert narcissism as the independent variables and the career identity as the dependent variable to understand the influence of the teacher expectancy realized by students and the sub-factors of narcissism on the career identity. As a result, both the expectancy for social success(β=2.91, p<.05), one of sub-factors of teacher expectancy, and the unstable goal(β=-19.94, p<.001), one of the sub-factors of covert narcissism, are influential on the career identity of adolescents. On the other hand, the sub-factors of overt narcissism have no influence on the career identity of adolescents.
Fourth, the multiple regression was performed after setting the teacher expectancy, overt narcissism, and covert narcissism as the independent variables and the sub-factors of career identity as the dependent variable to understand the influence of the teacher expectancy realized by students and the narcissism on the sub-factors of career identity of adolescents. As a result, in the career identity, the best variable to explain the understanding about oneself is the covers narcissism(β=-11.62, p<.001); the teacher expectancy(β=2.40, p<.05) was the second best, and the overt narcissism(β=2.16, p<.05) was the third best. The variable to explain the understanding about career was the covert narcissism(β=-9.47, p<.001); the teacher expectancy and the overt narcissism have no influence on the job information. The best variable to explain the one’s ability and confidence was the covert narcissism(β=-11.32, p<.001); the teacher expectancy was the second best, and the overt narcissism has no influence.
Lastly, the best variable to explain the career identity of adolescents was the covert identity(β=-12.41, p<.001) as a result of performing the multiple regression after setting the teacher expectancy realized by adolescents, the covert narcissism, and the overt narcissism as the independent variables and the career identity as the dependent variable; the teacher expectancy(β=2.24, p<.05) was the second best, and the overt narcissism has no influence.
As a result, the covert narcissism and the teacher expectancy were influential on the career identity of adolescents while the overt narcissism has no influence on the overall career identity of adolescents but only influences on the part of career identity, the understanding for oneself. In other words, the teacher’s positive expectation to encourage students ‘to be able to do anything’ will lead them to have higher goals and try to satisfy the teacher’s expectation or it is very significant variable for high achievement. Also, the covert narcissism, which brings difficulties in goal setting and has uncertain career and social identity, interrupts to understand oneself and actively search for information, and lowers the level of understanding for oneself and career, the sub-factors of the career identity. The ability and confidence, the sub-factors of the career identity, are negatively influenced by the characteristics of covert narcissism: extreme vulnerability and sensitivity, and lack of confidence.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• 3. 용어의 정의 4
• Ⅱ. 이론적 배경 6
• 1. 학생이 지각한 교사기대 6
• (1) 학생이 지각한 교사기대의 개념 및 특성 6
• (2) 교사기대 관련 선행연구 8
• 2. 자기애 9
• (1) 자기애의 개념 및 특성 9
• (2) 내현적 자기애와 외현적 자기애 11
• (3) 자기애 관련 선행연구 13
• 3. 진로정체감 14
• (1) 진로정체감의 개념 및 특성 14
• (2) 진로정체감 관련 선행연구 17
• 4. 교사기대와 진로정체감의 관계 18
• 5. 자기애와 진로정체감의 관계 19
• Ⅲ. 연구방법 21
• 1. 연구대상 21
• 2. 측정도구 21
• (1) 학생이 지각한 교사기대 검사 21
• (2) 자기애 검사 22
• ① 내현적 자기애 검사 22
• ② 외현적 자기애 검사 23
• (3) 진로정체감 검사 24
• 3. 분석방법 25
• Ⅳ. 연구 결과 및 해석 26
• 1. 기술 통계치 26
• 2. 교사기대, 자기애와 진로정체감의 상관관계 28
• 3. 교사기대, 자기애가 진로정체감에 미치는 영향 32
• Ⅴ. 논의 및 결론 38
• 참고문헌 42
• 부록 50