구조적 및 적응적 일치이론에 근거한 학과적응 분석 = Structural and adaptive analysis of the departmental adjustment in college students

다국어 초록 (Multilingual Abstract)

The research is to perform the structural and adaptive analysis of the departmental adjustment in college students based on Holland's occupational personality theory,Dawis and Lofquist's work adjustment theory.
The research questions were formulated as follows.
(1) Does the structural congruence between student's and major's codes in Holland's RIASEC types give rise to the student's major adjustment(GPA, satisfaction of major, stability of career goal)?(2) Does the adaptive correspondence between student's and major's environment maintain to student's major adjustment(GPA, satisfaction of major, stability of career goal)?
(3) How does "structural congruence" and "adaptive correspondence" effect to student's major adjustment(GPA, satisfaction of major, stability of career goal)?
(4) Are there any subtypes based on the structural congruence and adaptive correspondence? What is the characteristic of each subtypes especially in relation to student's major adjustment(GPA, satisfaction of major, stability of career goal)?
412 departments (412 college students) among three universities in Pusan were sampled according to the major codes which were relatively representative of RIASEC types. Career Exploration Inventory for measuring the structural congruence and questionnaires for measuring the adaptive correspondence, departmental adjustment were tested for them.
The results of the study were as follows.
(1) The structural congruence between student's and major's codes in Holland's RIASEC types is significantly related to the student's major adjustment. (2) The adaptive correspondence between student and major environment maintain to the student's major adjustment.
(3) Both the "structural congruence" and the "adaptive correspondence" theory are significantly related to predict student's major adjustment. (4) Subtypes based on the structural congruence and adaptive correspondence are identified as A type: 170(41.3%), B type: 144(35.0%), C type: 37(9.0%), D type: 61(14.8%). Each subtypes have a unique characteristics.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 7
• 3. 용어의 정의 = 12
• Ⅱ. 이론적 배경 = 17
• 1. 진로발달적 관점에 근거한 학과적응에 대한 접근 = 17
• 2. Holland의 구조적 일치이론 = 19
• 3. Dawis와 Lofquist의 적응적 일치이론 = 32
• 4. 구조적 일치와 적응적 일치가 학과적응에 미치는 영향 = 39
• 5. 구조적 일치와 적응적 일치에 따른 학과적응 유형 = 43
• Ⅲ. 연구방법 = 48
• 1. 연구대상 = 48
• 2. 측정 변인 및 도구 = 49
• 3. 자료수집 및 분석방법 = 62
• Ⅳ. 결과 = 67
• 1. 구조적 일치와 학과적응 = 68
• 2. 적응적 일치와 학과적응 = 71
• 3. 구조적 일치와 적응적 일치가 학과적응에 미치는 영향 분석 = 74
• 4. 구조적 일치와 적응적 일치에 따른 학과적응 유형화 = 85
• Ⅴ. 논의 = 96
• Ⅵ. 요약 및 결론 = 105
• 1. 요약 = 105
• 2. 결론 = 107
• 3. 제언 = 109
• 참고문헌 = 111
• 부록 Ⅰ 대학생의 학과적응 분석을 위한 질문지 = 124
• 부록 Ⅱ [모델 1]의 구조모형 = 129
• 부록 Ⅲ [모델 2]의 구조모형 = 130
• 부록 Ⅳ [모델 3]의 구조모형 = 131
• Abstract = 132