초등학생의 배경 요인에 따른 진로의식성숙 분석 = (An) analysis on the career maturity of grade-schoolers in the recognition of their own course according to backgound factors

다국어 초록 (Multilingual Abstract)

In an effort to make grade-schoolers realize the importance of works and sound occupational recognition who will lead in every field in the 21st century and to present fundamental data for efficient course education, this study intends to how grade-schoolers mature in the recognition of their own course according to background factors.
To achieve this purpose of the study, the resulting assignments can be summarized as follows:
First, analyzed the gender of grade-schoolers and the maturity in their course recognition. Second, analyze their home location and the maturity in their course recognition. Third, analyzed the socioeconomic level of their home and the career maturity in their course recognition. Fourth, analyzed the occupation of their parents and the career maturity in their course recognition. Finally, analyzed the educational level of their parents and the career maturity in their course recognition.
In this study, total 500 subjects(male 250 + female 250) were selected from grade-schoolers in the 6th grade from 9 elementary schools throughout Jeju Province including Jeju and Seoguipo city, who were asked to fill out the questionnaire. In this survey, 474 files were finally used as the data for analysis except for 26 files which were incompletely prepared or not collected.
The tool for the study was available as the translated version(by Lee, Hyun-rim, 1995) of Career Maturity Inventory(CMI), which was originally designed by Crites(1973) so as to measure the maturity of grade-schoolers in their course recognition. To identify the socioeconomic position of their home, the questionnaire included the occupation and educational level of their parents and the economic level of their home.
Collected data were analyzed with Statistical Package for the Social Science(SPSS) program, and in terms of analysis method, both frequency and percentage were calculated to identify general features of subjects.
In addition, mean and standard deviation were calculated to find out the maturity in the course recognition of subjects depending on their gender, home location, economic level of their home, the occupation and educational experience of their parents and so forth. Of course, t-test and one-way ANOVA were applied to this analysis and post-hoe test of Scheffe were also applied for different analysis of clusters
Through these data, the results of analyzing the maturity of grade-schoolers in their course recognition according to background factors can be summarized as follows:
First, as a result of comparing the maturity in course recognition by gender, it was shown that the maturity of girls was significantly higher than that of boys on the statistical scale in the 6th graders.
For the tendency, the level of girls was a little higher than that of boys without any significant difference. For participation, independence, compromise and determination, however, the level of girls was higher than that of boys with significant differences by gender.
Second, as a result of comparing the maturity in course recognition by home location, it was found that there was not any significant difference by home location such as urban and rural area.
Although urban pupils have higher maturity than rural ones to the extent of the 6th graders, it was shown that there was not very significant difference in the maturity of course recognition by home locations such as urban and rural area.
In particular, it was noted that there were no significant differences in the maturity by home location, because Jeju Province has its own specialty close to rural area rather than urban one. Accordingly, it was shown that there were not any significant differences in the maturity of course recognition among home locations.
Third, as a result of comparing the maturity of course recognition by socioeconomic backgrounds, it was also shown that there were no significant differences in the maturity by socioeconomic level in the 6th grader group, which was again categorized into high, medium and low levels.
As a result of this study, it was found that the maturity of pupils from homes in medium or low economic level was typically a little higher than that of pupils from homes in high economic level, although there were no significant differences among such control groups. In other words, it can be assumed that the socioeconomic level of subjects′ home has more or less affected their maturity in course, but does not function as a critical factors.
Fourth, as a result of comparing the maturity by the occupational level of their parents, it was shown that their parents′ occupation did not have any significant effects on their maturity in course recognition.
For the tendency, the level of pupils whose father was self-employed or merchant was relatively higher than that of other control groups. And for participation and independence, the level of pupils whose father worked as simple laborer or functional worker was a little higher than that of other control groups, but there were not any significant differences.
For compromise and determination, it was shown that the level of pupils whose father worked as white-collar worker or public officer was a little higher than that of other control groups without any significant differences on the statistical level.
Finally, as a result of comparing the maturity in course recognition by the educational level of parents, it was shown that the level of maturity in course recognition by separately considering the educational experience of father and mother did not have any significant influence on grade-schoolers.
Meanwhile, it was noted that the level of maturity in course recognition by separately considering the educational experience of both father and mother altogether had a significant influence on grade-schoolers on the statistical level. Especially, it was found that pupils whose parents had the educational experience below middle school or beyond undergraduate showed more active participation than other control groups, and pupils whose parents had the educational experience below middle school showed higher maturity in course recognition than other control groups.

목차 (Table of Contents)

• 목차 = i
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 4
• 3. 용어의 정의 = 5
• 4. 연구의 제한점 = 7
• Ⅱ. 이론적 배경 = 8
• 1. 초등학교의 진로교육 = 8
• 2. 진로의식성숙에 관한 이론 = 12
• 3. 선행연구의 고찰 = 26
• Ⅲ. 연구방법 = 30
• 1. 대상 = 30
• 2. 도구 = 31
• 3. 자료분석 = 32
• Ⅳ. 결과 = 33
• 1. 성별에 따른 진로의식성숙 = 33
• 2. 거주지역에 따른 진로의식성숙 = 34
• 3. 가정의 사회ㆍ경제적 수준에 따른 진로의식성숙 = 35
• 4. 부모의 직업에 따른 진로의식성숙 = 36
• 5. 부모의 교육수준에 따른 진로의식성숙 = 38
• Ⅴ. 논의 = 42
• Ⅵ. 요약 및 결론 = 49
• 1. 요약 = 49
• 2. 결론 = 51
• 3. 제언 = 53
• 참고문헌 = 54
• 영문초록 = 59
• 부록 1. 사회ㆍ경제적 배경에 대한 설문지 = 64
• 부록 2. 진로의식성숙 검사 = 67