고교생의 진로자아효능감·진로준비행동과 관련 변인과의 관계 : 심리적 독립성, 성역할 정체감, 학업성취를 중심으로 = (The) relation of career self-efficacy and career preparation behavior to psychological separation, sex-role identity, academic achievement for Korean highschool students

다국어 초록 (Multilingual Abstract)

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다국어 초록 (Multilingual Abstract)

1. The Purpose of the Study
The purpose of this study was 1) to develop the instrument for assessing the Career self-efficacy and the Career preparation behavior of the Korean highschool students. 2) to analyze the relation Career self-efficacy to the psychological separation, sex-role identity, academic achievement, personal variables(gender, social-economic status, curricula, grade). 3) to explore the relation Career preparation behavior to the psychological separation, sex-role identity, academic achievement, personal variables(gender, social-economic status, curricula, grade). 4) to investigate the relation the Career self-efficacy to the Career preparation behavior.
2. The Methodology of the Study
The subjects of this study consisted of 1170 highschool students(557 males, 613 females). The scales were used to test the research tasks. 1) Career self-efficacy Scale was composed of the 8 variables(Mechanical & Computational, Social service & Persuading, Scientific, Literary, Clerical, Outdoor, Artistic, Musical), and it's item inter consistency, Cronbach's alpha coefficient was 0.89. 2) Career preparation behavior scale was composed of the 4 variables(Career exploratory behavior, Collecting job information behavior, job experience behavior, employment preparation behavior), and it's item inter consistency, Cronbach's alpha coefficient was 0.89. T-test, Analysis of variance, Scheffe´, Pearson's correlation were used for analyzing the collected data.
3. The Results of the Study
The verified results through this study were summarized as follows.
1) The results identified in the first research task was as follows: (1) The participants who were high in the psychological separation expressed higher Career self-efficacy in Social service & Persuading, Clerical, Outdoor variables. (2) The masculine sex-role group expressed greater Career self-efficacy in Mechanical & Computational, Artistic than the feminine group. The androgynous sex-role group expressed greater Career self-efficacy in Social service & Persuading, Musical than the masculine group. The androgynous sex-role group expressed greater Career self-efficacy in Literary, Musical than the feminine group. (3) The high academic achievers had higher Career self-efficacy in Mechanical & Computational, Social service & Persuading, Scientific, Literary, Clerical, Outdoor than the low academic achievers. (4) The male participants had higher Career self-efficacy than the female participants in Mechanical & Computational. The female had higher Career self-efficacy than the male in Social service & Persuading, Scientific, Clerical, Artistic. The high socio-economic status of home had higher Career self-efficacy than the low in Mechanical & Computational, Scientific, Literary, Clerical, Outdoor, Artistic, Musical. The special-aimed highschool students expressed greater Career self-efficacy than the general highschool students, and the general highschool students expressed greater Career self-efficacy than the vocational highschool students through all variables except for Social service & Persuading, Musical. The second year students were higher Career self-efficacy than the first year students.
2) The results identified in the second research task was as follows: (1) The participants who were high in the psychological separation expressed higher Career preparation behavior in Collecting job information behavior. (2) The androgynous sex role group expressed greater than the feminine group in Career preparation behavior. The masculine sex-role group expressed greater Career preparation behavior than the feminine group. (3) The high academic achievers had higher Career preparation behavior in Collecting job information behavior than the low academic achievers. The under-achievers had higher Career preparation behavior in job experience behavior, employment preparation behavior than the high achievers.
(4) The female participants expressed greater Career preparation behavior than the male participants, especially in Collecting job information behavior. The high socio-economic status of home had higher Career preparation behavior than the low. The human-socio students had higher Career preparation behavior than the scientific students. The general highschool students expressed greater Career preparation behavior than the special-aimed highschool students, and the special-aimed highschool students expressed greater Career preparation behavior than the vocational highschool students. The second year students were higher Career preparation behavior than the first year students.
3) The results identified in the third research task was as follows: There were significant and positive correlations between all eight Career self-efficacy Scale variables(Mechanical & Computational, Social service & Persuading, Scientific, Literary, Clerical, Outdoor, Artistic, Musical) and Career preparation behavior.
4. The Conclusions of the Study
The implication from this research for the career guidance and career counseling were generated. 1) The psychological separation has a important portion for the planning of career counseling of the highschool students. 2) For the improvement of androgynous sex-role, educating about the new-born occupation, developing programs of the progress of the androgynous sex-role are needed. 3) The Career preparation behavior which is composed of exploring career paths, collecting job information, doing job experiences, doing employment preparation is to executed systematically for helping the highschool students.

목차 (Table of Contents)

• 목차 = ⅰ
• 국문초록 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구의 내용 = 5
• 3. 용어의 정의 = 6
• Ⅱ. 이론적 배경 = 8
• 1. 진로발달에 대한 제이론 = 8
• 1) Ginzberg의 진로발달 이론 = 9
• 2) Super의 진로발달 이론 = 10
• 3) Tiedeman의 진로발달 이론 = 12
• 4) Crites의 직업발달 이론 = 12
• 5) Gottfredson의 직업열망 이론 = 13
• 2. 진로자아효능감 = 15
• 1) 진로자아효능감의 개념 = 15
• 2) 진로자아효능감의 측정 = 16
• 3) 진로자아효능감에서 남녀의 성차와 성역할 = 18
• 3. 진로준비행동 = 20
• 1) 진로준비행동의 개념 = 20
• 2) 진로준비행동의 측정 = 21
• 4. 진로자아효능감과 진로준비행동 관련변인 = 23
• 1) 심리적 독립성 = 23
• 2) 성역할 정체감 = 28
• 3) 학업성취도 = 30
• 4) 사회경제적 지위(SES) = 31
• 5) 학교계열(일반계, 실업계, 특수목적고) = 33
• Ⅲ. 연구문제 = 34
• Ⅳ. 연구방법 = 35
• 1. 측정도구 = 35
• 1) 진로자아효능감 검사 = 35
• 2) 진로준비행동 검사 = 37
• 3) 심리적 독립성 검사 = 42
• 4) 성역할 정체감 검사 = 44
• 5) 사회경제적 지위 측정 = 45
• 6) 학업성취도 측정 = 46
• 2. 연구절차 및 자료분석 = 47
• Ⅴ. 연구결과 및 해석 = 48
• 1. 고등학생의 심리적 독립성, 성역할 정체감, 학업성취도, 개인배경에 따른 진로자아효능감의 차이 = 48
• 1) 연구대상 = 48
• 2) 연구결과 및 해석 = 49
• 2. 고등학생의 심리적 독립성, 성역할 정체감, 학업성취도, 개인배경에 따른 진로준비행동의 차이 = 77
• 1) 연구대상 = 77
• 2) 연구결과 및 해석 = 78
• 3. 진로자아효능감과 진로준비행동사이의 관계 = 97
• Ⅵ. 요약, 논의 및 결론 = 98
• 1. 요약 = 98
• 2. 논의 = 101
• 3. 결론 = 107
• 참고문헌 = 110
• ABSTRACT = 124
• 부록 = 128