직업기초능력이 진로준비행동에 미치는 영향에 관한 실증연구 : 경영 및 IT계열 전문대학 학생을 중심으로|RISS 상세보기

다국어 초록 (Multilingual Abstract)

This study aims to identify the factors affecting the career preparation behavior of business and IT college students and to understand their career development process based on social cognitive career theory(SCCT). Major variables of SCCT include self-efficacy, outcome expectation, goals, interest, individual variables and environmental variables. This study explains how these major variables of SCCT affect the process of career-related interest, career decision-making, and job performance of college students.
This study uses the career preparation behavior as a criterion variable, career decision self-efficacy, outcome expectation, interest and self efficacy as leading variables and key job competencies as a source of outcome expectation.
The participants of this study were 743 students of IT and Business college, from D College in A, from B College in B and from J and Y College in J area. Face to face surveys and web surveys were conducted from Oct. 23 to Nov. 17, 2016. This study made the data analysis of questionnaire of 625 persons except for 123 insincere questionnaires.
This study attempted to analyze the casuality among variables of key job competencies, career decision self-efficacy, major interest, outcome expectation, career preparation behaviors in general education on the NCS. The result of this analysis is as follows.
It was found that self development ability (job adaptation group), information ability (job competency group) and job ethics (job adaptation group) affected career decision self-efficacy. It suggests that when each student makes self-directed future plan with a good understanding of themselves and develops their job competencies with thorough vocational understanding, they can experience the process of rational career goal setting and strategy development, which leads to higher levels of self efficiency, inherent values and goal orientation, in turn, career awareness and career decision self efficiency of students also may increase.
This study analyzed the direct and indirect effects of independent antecedent factors on endogenous variables in the structural model by using bootstrap. The result of this analysis is as follows.
First, it was found that the total effect of information ability on career decision self-efficacy and career preparation behavior was significant. Second, the total effect of job ethics on interest in major and career preparation behavior was significant. Third, the total effect of self development ability on career decision self-efficacy was significant. Lastly, the total effect of interpersonal abilities on the outcome expectations and major interests was significant.
It showed that the resource management ability (job competency group) and the interpersonal ability (workplace adaptation group) among the basic occupational skills have significant influence on outcome expectations. These results are consistent with the findings from the previous studies that strong interpersonal skills and efficient management of external and internal resources may improve the effectiveness of learning and increase participation and performance.
It suggested that the career decision self-efficacy greatly affects the outcome expectations because career decision self-efficacy is a psychological factor that is affected most by anxiety about job competence, role conflict and new environmental adaptation.
Therefore, it showed that when students improve interpersonal skills and cultivate effective resource management ability, they can reduce interpersonal anxiety in future workplace and develop strong interpersonal skills to cope with new relationships. This way, students can design their own future career plan with higher levels of outcome expectations.
It was also found that career decision self-efficacy affects major interest, that outcome expectation influences major interest, and that major interest affects career preparation behavior. Therefore, when students successfully perform the assigned tasks in relation to their career and this experience makes lots of contributions to higher career decision self-efficacy. As a result, students’ interest in their major will increase and various methods are more likely to be put into practice in preparation of the career.
The key job competencies of IT and business sector include information utilization ability and tasks to collect, analyze and manipulate information. To summarize this study, higher levels of job attitude, work ethic and self-development ability and the interpersonal abilities make lots of contribution to more desirable career decision self-efficacy, higher interest in major, and effective career preparation behaviors for IT & Business students.
It is therefore necessary to provide a systematic career program that improves career preparation behavior and provides relevant information regarding effective career decision making for each student, so that each student can improve their key job competencies.

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