부모 지지, 진로결정 자기 효능감 및 역기능적 진로사고가 청소년의 진로발달에 미치는 영향 = (The) influence of parent support, career dicision-making self-efficasy and dysfunctional career thoughts on adolescents' career development

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the influence of parent support, career decision-making self-efficacy and dysfunctional career thoughts on adolescents' career development. Added to this, this study was to provide fundamental data in building up the adolescents' career guidance or counseling program. Based on the past study results related to the adolescents' career development, parental support as a independence variable and career decision-making self-efficacy and dysfunctional career thoughts as parameter are set up, its influence to adolescents' career development are analyzed. Here, adolescents' career development is reviewed in both perspectives of career maturity and career preparedness behavior.
In order to solve the above-mentioned purpose, the following hypotheses were set up.
1】There will be significant correlations among parent support, career decision-making self-efficacy, dysfunctional career thoughts and adolescents' career development.
2】Parent support, career decision-making self-efficacy and dysfunctional career thoughts will have significantly effects on career maturity and career preparedness behavior directly and indirectly.
This study utilized SPSS/WIN 9.0 program and Amos 5.0 program to manage the data of 597 questionnaires finally obtained from 245 students of middle school 2nd grade, 190 students of academic high school 2nd grade and 162 students of vocational high school.
Measured tools are as follows ; In order to measure parent support, it has been utilized in this study for career-related parent support scale developed by Turner, Annette, Lapan, Udipi and Ergun in 2003. Career decision-making self-efficacy scale-SF is the one rationalized by Eun-Kyoung Lee in 2001 for career decision-making self-efficacy scale-SF developed by Taylor and Betz in 1983. And the measurement tool for dysfunctional career thoughts is the one standardized by Jae-Chang Lee, Mi-Jin Park and In-Hwa Choi in 2003 for career thoughts inventory developed by Sampson, Peterson, Lenz, Reardon and Saunders in 1996. As for the career maturity measurement tool, used only attitude scale out of career maturity inventory translated by Hyun-Ok Kim in 1989 for the one developed by Crities in 1978. As for the career preparedness behavior measurement tool, utilized the career preparedness behavior inventory developed by Bong-Hwan Kim in 1997.
The summary of this study is as follows ;
First, There is significant correlations between parent support, career decision-making self-efficacy, dysfunctional career thoughts, career decision-making and adolescents' career development. To begin with, parent support shows a positive correlation with career decision-making self-efficacy. And parent support has a negative correlation with dysfunctional career thoughts. The parental support and career maturity are not significantly correlated. Parent support has a negative correlation to independence of sub factor of career maturity and a positive correlation with compromise, while showing a positive correlation with career preparedness behavior. Career decision-making self-efficacy carries a high positive correlation to career maturity and career preparedness behavior. And dysfunctional career thoughts has a negative correlation with career maturity and career preparedness behavior.
Second, parent support, career decision-making self-efficacy and dysfunctional career thoughts impact to career maturity and career preparedness behavior. In the first place, regarding career decision-making self-efficacy, among sub factors of parent support, it accounts for emotional support 10.3%, verbal encouragement 1.3%, instrumental assistance 0.7% bringing 12.3% explanation in total. While the male students' career decision making self-efficacy is mainly impacted by verbal encouragement as well as career related-modeling, the female students' career decision making self-efficacy is mainly impacted by emotional support and instrumental assistance.
For the effect of parent support on dysfunctional career thoughts, instrumental assistance accounts for 1.2% of the total dysfunctional career thoughts in a negative effect. As for the male students, their commitment anxiety only is positively influenced of verbal encouragement. In the meantime, as for the female students, their decision making confusion, external conflicts, dysfunctional career thoughts are influenced negatively by emotional support.
The parental support did not impact to career maturity, its sub-factor, the instrumental assistance shows a 2.4% negative influence, and career-related modeling has a 0.7% positive influence, emotional support represents a 0.9% negative influence, verbal encouragement has a 0.7% positive influence. In the case of compromise, only career-related modeling explains 1.7% positively. As for the male students, the instrumental support negatively impact to the independence. As for the female students, parental support positively impact to decisiveness, independence, orientation and compromise.
In regard to career preparedness behavior, those having effects out of parent support are instrumental assistance and emotional support. The instrumental assistance takes 8.6% and emotional support 0.7% with total of 9.3% positively impact. The instrumental support positively impacted to the male students' career preparedness behavior, in the meantime, instrumental support and career modeling positively impacted to the female students' career preparedness behavior.
Career decision-making self-efficacy and dysfunctional career thoughts significantly impacted to career maturity and career preparedness behavior.
Analyzing career decision-making self efficacy's effect on career maturity indicates that object-selection efficacy covers 21.6%. On the career preparedness behavior, there are impact from future plan efficacy with 20.2%, job information efficacy with 4.5% making 24.7% in total. The future plan efficacy positively impacted to the male students' career preparedness behavior, in the meantime, job information efficacy and future plan efficacy positively impacted to the female students' career preparedness behavior.
On career maturity, decision making confusion takes 36.0% explanation negatively and commitment anxiety 0.5% additionally, where dysfunctional career thoughts has overall 36.5% negative effect. The decision making confusion negatively impacted to the male students' career maturity, in the meantime, decision making confusion and commitment anxiety negatively impacted to the female students' career maturity. On dysfunctional career thoughts for career preparedness behavior, commitment anxiety and external conflict have impact at 2.6% negative and 1.4% positive, respectively. The male students' career preparedness behavior, is impacted by commitment anxiety negatively, external conflict positively. In the meantime, the female students' career preparedness behavior is impacted by decision making confusion negatively, external conflict positively.
Third, the parent support result in a significant effect on adolescents' career development through career decision-making self-efficacy and dysfunctional career thoughts directly and indirectly.
The effect of parent support have positive direct impact at .433 on career decision-making self-efficacy, in the meantime, negative direct impact at -.182 on dysfunctional career thoughts, negative direct impact at -.200 on career maturity and positive direct impact at .131 on career preparedness behavior.
The effect of career decision-making self-efficacy have positive direct impact at .351 on career maturity, in the meantime, dysfunctional career thoughts shows negative direct influence -.737 on career maturity. Parent support result in indirect effect .286, bring .086 explanation in total. The effect of career decision-making self-efficacy have positive direct impact at .463 on career preparedness behavior, dysfunctional career thoughts shows positive direct influence .089 on career preparedness behavior. Parent support result in indirect effect .185, bring .315 positive explanation in total.
For male students, parent support result in a significant positive direct impact on career decision-making self-efficacy but parent support doesn't have a no direct effect on dysfunctional career thoughts. The effect of parent support have negative direct impact on career maturity, in the meantime, career decision-making self-efficacy shows positive direct influence on career maturity. Dysfunctional career thoughts shows negative direct influence on career maturity. Parent support shows positive indirect effect and positive total effect. Career decision-making self-efficacy shows positive direct influence on career preparedness behavior. But dysfunctional career thoughts has no significant direct effect on career preparedness behavior. Parent support shows positive indirect effect and positive total effect.
For female students, parent support result in a significant positive direct effect on career decision-making self-efficacy but parent support have a significant negative effect on dysfunctional career thoughts. The effect of parent support have negative direct impact on career maturity, in the meantime, career decision-making self-efficacy shows positive direct influence on career maturity. Dysfunctional career thoughts shows negative direct influence on career maturity. Parent support shows positive indirect effect and positive total effect. Parent support and career decision-making self-efficacy shows positive direct influence on career preparedness behavior. But dysfunctional career thoughts has no significant direct effect on career preparedness behavior. Parent support shows positive indirect effect and positive total effect.
The followings are concluded on the basis of objective and analysis of this study.
First, the adolescents who are perceived their parent support have high career decision-making self-efficacy and dysfunctional career thoughts career decision self efficacy. The confidence as well as the smooth decision making that the adolescent can resolve their own career issue is increased by the parent support.
Second, the parent support increase the adolescents' competency and have them proceed functional career thoughts, finally resulted in their vital career preparedness process. But, if the parent play the decisive leading role for the adolescents' career search and decision, the adolescents' career maturity is relatively sluggish. Therefore, the parent should resolve the career development issue in cooperation with the adolescents.
Third, in general, the adolescents' career is positively influenced by their parent support. But, the direct parent support for career development issue is not influenced to male students' dysfunctional career thoughts, is not helped to doing their career related preparedness behavior. In the meantime, by increasing the adolescents' capability career with the parents' the career-related support, help the adolescents on performing their career preparedness and resolving their career development issue.
Fourth, the female students' career development is positively influenced by their parent support. Career efficacy is increased and dysfunctuional career thoughts is decreased, to have their career issue resolved, by the parent support. Especially, the parent's eulogistic terms and encouragement and the parent's career role modeling greatly helps the female students on increasing their independence as well as their career preparedness behavior.
In conclusion, the followings are recommended that, when the counselors have a counseling session with the adolescents. they should understand the scope which the adolescents are facing on their career development by considering the parent support, career decision making self efficacy, and dysfunctional career thoughts which the adolescents perceive. In addition, they should know there is a perceptional difference between female and male students.

국문 초록 (Abstract)

본 연구의 목적은 청소년들의 진로발달에 영향을 미치는 변인들을 규명하고 그 영향을 밝혀, 청소년들이 합리적으로 진로탐색 및 진로결정을 할 수 있도록 돕는 진로상담 및 진로 프로그램 개발의 기초 자료를 마련하는 데에 있다. 이를 위하여 청소년의 진로발달과 관련된 선행연구의 결과들을 바탕으로 독립변인으로는 부모의 지지를, 매개변인으로는 진로결정 자기 효능감과 역기능적 진로사고를 설정하고 이 변인들이 진로발달에 미치는 영향력에 대하여 분석하였다. 여기서 청소년의 진로발달은 진로성숙도와 진로준비행동의 두 가지 차원에서 살펴보았다. 이러한 본 연구의 목적을 위하여 다음과 같은 가설을 설정하여 검증하였다.
【가설 1】부모 지지, 진로결정 자기 효능감, 역기능적 진로사고, 진로성숙, 진로준비행동간에는 유의미한 상관이 있을 것이다.
【가설 2】부모 지지, 진로결정 자기 효능감, 역기능적 진로사고는 진로성숙 및 진로준비행동에 유의미한 직?간접적인 영향을 미칠 것이다.
본 연구에서는 중학교 2학년 245명, 인문계 고등학교 2학년 190명, 실업계 고등학교 2학년 162명을 대상으로 최종 회수된 597명의 설문지를 SPSS/WIN 9.0 프로그램과 Amos 5.0 프로그램을 사용하여 처리하였으며, 사용한 검사도구는 다음과 같다. 부모 지지를 측정하기 위해서 Turner, Annette, Lapan, Udipi와 Ergun(2003)이 개발한 진로관련 부모 지지 척도(Career-Related Parent Support Scale)를 본 연구자가 번안하여 사용하였다. 진로결정 자기 효능감 측정도구는 Taylor와 Betz(1983)가 개발하여 이은경(2001)이 타당화한, 진로결정 자기 효능감 척도(Career Decision-Making Self-Efficacy Scale-SF)를, 역기능적 진로사고는 Sampson, Peterson, Lenz, Reardon 및 Saunders(1996)가 개발하고 이재창, 박미진, 최인화(2003)가 표준화한 진로사고검사(Career Thoughts Inventory)를 사용하였다. 진로성숙 측정도구로는 Crites(1978)가 개발하고 김현옥(1989)이 번안한 진로성숙도 검사(Career Maturity Inventory)의 태도 척도(Attitude Scale)만을 사용하였다. 진로준비행동은 김봉환(1997)이 개발한 진로준비행동 검사를 사용하였다.
본 연구의 결과를 요약하면 다음과 같다.
첫째, 부모 지지, 진로결정 자기효능감, 역기능적 진로사고, 진로발달간에는 유의미한 상관이 있었다. 우선 부모의 지지는 진로결정 자기효능감과 정적인 상관이 있었으며, 역기능적 진로사고와는 부적 상관을 보였다. 부모의 지지와 진로성숙은 유의미한 상관이 없었다. 그러나 부모 지지는 진로성숙의 하위요인인 독립성과 부적 상관, 타협성과는 정적 상관이 있었다. 부모의 지지와 진로준비행동은 정적 상관이 있었다. 진로결정 자기효능감은 진로성숙 및 진로준비행동과 높은 정적 상관을 나타냈으며, 역기능적 진로사고는 진로성숙 및 진로준비행동과 부적 상관이 있었다.
둘째, 부모 지지, 진로결정 자기 효능감, 역기능적 진로사고는 진로성숙 및 진로준비행동에 유의미한 영향력을 미쳤다.
부모 지지는 진로결정 자기 효능감에 정서적 지지 10.3%, 언어적 격려 1.3%, 도구적 조력 0.7%, 총 12.3%의 정적 영향력을 미친 것으로 나타났다. 남학생의 진로결정 자기효능감에 대해서는 언어적 격려와 진로 모델링이 영향력을 미친 반면, 여학생의 경우 정서적 지지와 도구적 조력이 영향력을 미치는 것으로 나타났다.
부모의 지지는 역기능적 진로사고에 도구적 조력이 1.2%의 부적 영향력을 보였다. 남학생의 경우 수행불안만 언어적 격려에 정적 영향을 받은 반면, 여학생의 경우 의사결정혼란, 외적 갈등, 역기능적 진로사고에 정서적 지지가 부적 영향력을 미치는 것으로 나타났다.
부모의 지지는 진로성숙에 유의미한 영향을 미치지 않았으나, 진로성숙의 하위 영역인 독립성과 타협성에 유의미한 영향을 미쳤다. 독립성에는 도구적 조력이 2.4%의 부적 설명력, 진로 모델링 0.7%의 정적 설명력, 정서적 지지가 0.9%의 부적 설명력, 언어적 격려가 0.7%의 정적 설명력을 보였으며, 타협성에 대해서는 진로 모델링만이 1.7%의 정적 영향력을 나타냈다. 남학생의 경우, 독립성에만 도구적 조력이 부적 영향을 미쳤으며, 여학생의 경우, 부모 지지는 결정성, 독립성, 성향, 타협성에 유의미한 영향력을 미쳤다.
부모의 지지는 진로준비행동에 대해 도구적 조력 8.6%, 정서적 지지 0.7%로 총 9.3%의 정적 설명력을 나타냈다. 남학생의 진로준비행동에는 도구적 조력만 정적 영향력을 보인 반면, 여학생의 진로준비행동에는 도구적 조력과 진로 모델링이 유의미한 정적 영향을 미쳤다.
진로결정 자기 효능감 및 역기능적 진로사고는 진로성숙 및 진로준비행동에 유의미한 영향을 미치는 것으로 나타났다.
진로성숙에 목표선택 효능감만이 21.6%의 유의미한 정적 설명력을 보였으며, 진로준비행동에 미래계획 효능감이 20.2%, 직업정보 효능감이 4.5%로 총 24.7%의 정적 영향력을 보인 것으로 나타났다. 남학생의 진로준비행동에 미래계획만 정적 영향을 미친 반면, 여학생의 진로준비행동에 대해서는 직업정보 효능감과 미래계획 효능감이 유의미한 정적 영향을 미치는 것으로 나타났다.
진로성숙에 의사결정혼란이 36.0%, 수행 불안이 0.5%의 유의미한 부적 영향력을 미쳤다. 남학생의 경우, 진로성숙에 대해 의사결정혼란만이 유의미한 부적 영향력을 보인 반면, 여학생의 진로성숙에 대해서는 의사결정혼란, 수행 불안이 유의미한 부적 영향력을 나타냈다. 진로준비행동에 수행 불안은 2.6%의 부적 영향, 외적 갈등은 1.4%의 정적 영향력을 보였다. 남학생의 진로준비행동에는 수행 불안이 부적 영향력을 미치고 외적 갈등이 정적 영향력을 미쳤으며, 여학생의 진로준비행동에는 의사결정혼란이 부적, 외적 갈등이 정적 영향력을 미치는 것으로 나타났다.
셋째, 부모 지지, 진로결정 자기 효능감, 역기능적 진로사고는 진로성숙과 진로준비행동에 유의미한 직?간접 효과를 미치는 것으로 나타났다.
부모의 지지는 진로결정 자기 효능감에 .433의 정적 직접 효과를 미쳤으며, 역기능적 진로사고에는 -.182의 부적 직접 효과를 미쳤다. 진로성숙에 대해 부모 지지는 -.200의 부적 직접 효과를 나타낸 반면, 진로준비행동에는 .131의 정적 직접 효과를 미쳤다. 진로성숙에 진로결정 자기 효능감이 .351의 정적인 직접 효과, 역기능적 진로사고는 -.737의 부적인 직접 효과를 보였으며, 부모 지지는 진로성숙에 .286의 간접 효과를 미쳐 .086의 정적 전체 효과를 미치는 것으로 나타났다. 진로준비행동에 진로결정 자기 효능감은 .463, 역기능적 진로사고는 .089의 정적 직접 효과를 보였으며, 부모 지지는 .185의 간접 효과를 보여 .315의 정적 전체 효과를 미치는 것으로 나타났다.
남학생의 경우, 진로결정 자기 효능감에 부모의 지지가 정적 직접 효과를 미친 반면, 역기능적 진로사고에 부모 지지가 미치는 유의미한 직접 효과는 없었다. 진로성숙에 대해 부모 지지는 부적인 직접 효과를, 진로결정 자기 효능감은 정적인 직접 효과를, 역기능적 진로사고는 부적인 직접 효과를 미치는 것으로 나타났으며, 부모 지지는 진로성숙에 정적 간접 효과를 미쳐 부적 전체 효과를 나타냈다. 진로준비행동에는 진로결정 자기 효능감만이 정적 직접 효과를 나타냈고, 부모 지지와 역기능적 진로사고는 유의미한 직접 효과를 보이지 않았다. 부모 지지는 정적 간접 효과를 보여 정적 전체 효과를 미쳤다.
여학생의 경우, 부모의 지지는 진로결정 자기 효능감에 정적인 직접 효과를 나타냈고, 역기능적 진로사고에 대해서는 부적인 직접 효과를 보였다. 진로성숙에 부모 지지는 부적인 직접 효과, 진로결정 자기 효능감은 정적인 직접 효과, 역기능적 진로사고는 부적인 직접 효과를 미쳤으며, 부모 지지는 진로성숙에 정적 간접 효과를 보여 정적 전체 효과를 나타냈다. 진로준비행동에는 부모 지지와 진로결정 자기 효능감이 정적인 직접 효과를 나타냈으나 역기능적 진로사고는 진로준비행동에 유의미한 직접 효과를 미치지 않았다. 또한 부모 지지는 정적 간접 효과를 보여 정적 전체 효과를 나타냈다.
본 연구의 목적과 분석을 바탕으로 다음과 같은 결론을 내릴 수 있었다.
첫째, 부모 지지를 높게 지각하고 있는 청소년은 진로결정 자기효능감이 높고, 역기능적 진로사고의 정도는 낮았다. 부모의 지지는 청소년이 진로문제를 해결할 수 있다는 자신감을 신장시키고, 원활한 의사결정을 내리도록 도와준다.
둘째, 부모의 지지는 청소년의 유능감을 향상시키고 기능적인 진로사고를 하도록 하여 진로준비 과정을 순조롭게 이루어지게 한다. 그러나 부모가 자녀의 진로 탐색 및 결정에서 주도적인 역할을 하게 되면 오히려 청소년의 진로성숙은 지연되게 된다. 그러므로 부모는 청소년 자녀와 협조적인 관계를 맺어 진로문제를 해결해나가야 할 것이다.
셋째, 전체적으로 진로에 대한 부모의 지지는 긍정적인 영향을 미친다. 그러나 진로문제에 대한 직접적인 부모의 지지는 남학생의 역기능적 진로사고에는 영향을 미치지 않으며, 진로관련 준비행동을 하는데 도움을 주지 못하는 것으로 나타났다. 그러나 부모가 진로 관련 지지를 제공하여 유능감을 높여줌으로써 진로 준비를 수행하게 하고 진로문제를 해결하도록 이끌어줄 수 있다.
넷째, 부모의 지지는 여학생의 진로 발달에 긍정적인 영향을 미친다. 부모의 지지는 진로 효능감을 신장시키고, 역기능적 진로사고를 감소시켜 진로문제를 해결하도록 도와준다. 특히 부모의 칭찬과 격려, 부모의 직업 역할 모델링은 여학생의 독립성과 진로준비행동을 향상시키는데 많은 도움이 된다.
본 연구 결과, 상담자는 진로상담에서 청소년이 지각하는 부모 지지와 진로결정 자기 효능감, 역기능적 진로사고를 고려하여 그들이 진로에서 어려움을 겪고 있는 영역을 정확히 파악해야 하며, 남학생과 여학생의 부모 지지에 대한 지각의 차이를 중요하게 다루어야 할 것이다.

목차 (Table of Contents)

• 목차
• 국문초록
• Ⅰ. 서론 = 1
• A. 연구의 필요성과 목적 = 1
• B. 연구 문제 = 6
• C. 연구의 제한점 = 6
• Ⅱ. 이론적 배경 = 7
• A. 부모의 지지 = 7
• B. 진로결정 자기 효능감 = 11
• C. 역기능적 진로사고 = 19
• D. 청소년의 진로발달 = 23
• 1. 진로성숙 = 24
• 2. 진로준비행동 = 26
• E. 부모 지지, 진로결정 자기 효능감, 역기능적 진로사고와 진로발달의 관계 = 28
• F. 연구 모형 및 가설 = 35
• Ⅲ. 연구 방법 및 절차 = 37
• A. 연구 대상 = 37
• B. 연구 도구 = 38
• C. 자료 처리 = 44
• Ⅳ. 결과 분석 = 45
• A. 주요 변인의 평균 및 표준편차 = 45
• B. 부모 지지, 진로결정 자기 효능감, 역기능적 진로사고, 진로성숙, 진로준비행동의 상관분석 = 47
• C. 진로성숙 및 진로준비행동에 부모 지지, 진로결정 자기 효능감, 역기능적 진로사고가 미치는 영향 분석 = 55
• D. 논의 = 76
• Ⅴ. 요약 및 결론 = 79
• A. 요약 = 79
• B. 결론 및 제언 = 85
• 참고문헌 = 88
• ABSTRACT = 102
• 부록 = 111

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