실업자의 자기주도학습 활성화를 위한 사회적 지원 모형 개발 = (The) development of social supports model for activating the self-directed learning of the unemployed

다국어 초록 (Multilingual Abstract)

This study was conducted to develop social supports model for activating self-directed learning of the unemployed who was experiencing stressful events. For this purpose, this study analyzed how much sub sypes of social supports of the unemployed affects his self-directed learning reediness Seeing the concretely purposes of this study, as follows.
First, to find out differences of the self-directed learning readiness of the unemployed according to his personal background, that is, sex, age, marriage, schooling, average incomes by month, periods of unemployment, and the number of times of employment failures.;
Second, to analyze how much physical symptoms by stress, self-esteem, depress, and social supports of the unemployed affects his self-directed learning readiness;
Third, to identify social supports of the unemployed positively correlates physical symptoms by stress, self-esteem, and depress;
Forth, to analyze direct influences of social supports and indirect influences of social supports through mediation variable, that is, physical symptoms by stress, self-esteem, and depress to self-directed learning readiness of the unemployed.
Seeing the methodology of this study, the subjects of the study were 742 the unemployed participating 4 formal training institutions for the unemployed managing the ministry of Labour in Kwang-ju. The instrument of statistical analysis using this study was SPSS 10.0 for Windows. The concrete methods of statistical analysis were used t-test. one-way ANOVA, correlation analysis, multiple regression analysis, and path analysis.
The verified results through this study were as follows;
First, the results analysing the differences of self-directed learning readiness of the unemployed according to personal backgrounds were that the meaningful differences were found in schooling, average incomes by month.
Second, the results analysing the total influences of physical symptoms by stress, self-esteem, depress, social supports of the unemployed

목차 (Table of Contents)

• 目次 = ⅰ
• Ⅰ. 서론 = 1
• A. 연구의 필요성 = 1
• B. 연구목적 =6
• C. 연구문제 = 7
• D. 용어의 정의 = 9
• Ⅱ. 이론적 배경 = 12
• A. 실업과 평생학습 = 12
• 1. 지식기반사회에서의 직업구조와 고용의 변화 = 12
• 2. 우리나라에서의 실업 = 16
• 3. 실업에 대처하기 위한 방안으로서의 평생학습 = 19
• B. 평생학습의 실천원리로서 자기주도학습 = 21
• 1. 자기주도학습의 개념과 그 신화 = 21
• 2. 자기주도학습에 관련한 연구 = 29
• 3. 사회적 맥락의 결합 = 44
• 4. 자기주도학습 관련변인 = 54
• C. 사회적 지원 = 58
• 1. 사회적 지원의 개념 = 58
• 2. 사회적 지원의 효과 = 61
• 3. 사회적 지원의 원천과 유형 = 64
• 4. 사회적 지원과 스트레스 증후군, 우울, 자아존중감 = 69
• D. 사회적 지원과 자기주도학습 = 74
• Ⅲ. 연구방법 = 78
• A. 변인설정 및 연구모형 = 78
• B. 연구대상 = 78
• C. 조사 도구 = 81
• D. 자료수집 = 99
• E. 자료분석 = 100
• Ⅳ. 연구결과 및 논의 = 102
• A. 실업자의 제 변인별 자기주도학습 준비도와의 차이분석 = 102
• B. 제 변인들의 자기주도학습 준비도에 대한 영향력 분석 = 109
• C. 사회적 지원 각 하위유형의 스트레스 증후군, 우울, 자아존중감에 대한 영향력 분석 = 113
• D. 사회적 지원 각 하위 유형의 자기주도학습 준비도에 대한 경로분석 = 115
• E. 논의 = 126
• Ⅴ. 요약 및 결론 = 131
• A. 요약 = 131
• B. 결론 = 134
• 참고문헌 = 140
• 부록 = 151
• 영문초록 = 161