학급 단위 진로상담이 여고생의 내·외향성에 따라 진로성숙도에 미치는 효과 비교

다국어 초록 (Multilingual Abstract)

The purpose of this study was to compare of the effects of classroom-sized career counseling based on introverted?extroverted character on the high school girl student's career maturity. The program based on Crites's Trait-Factor Career Counseling and Super's five factors of career maturity was reorganized for this study.
There are two hypotheses:
1. The classroom-sized career counseling will have a positive effect on the attitude of high school girl student.
2. There will be difference in effects of classroom-sized career counseling based on introverted?extroverted Character of Career Maturity on the High School Girl Student.
The subjects in this study were 36 girl students 1st grade student at H high school in Buk Ku, Daegu, who understood the goal and procedure of training program. The experimental group took the tests and participated in the counseling based on the program, 10 times, 50 minutes in each time, once a week.
This training was performed 10 times, 50 minutes in each time, once a week, and for 10 weeks. Career Maturity Survey(CMS) for high school students made by Song In-Sup(2000) and SPSS computer program are used as measurement and data-processing means. MANOVA was used for the analysis, and the statistical significance level was set at .05. In data analysis, the study based on pre-test, post-test and further-test, was to measure the effect of Career Maturity.
In considering other theories and the results of other researches together, the conclusions of this study are as follows:
1.The classroom-sized career group counseling has a positive effect on high school girl student's career maturity.
2. There is no difference in the effects of classroom-sized career counseling based on introverted?extroverted Character of Career Maturity on the high school girl Student.
Finally, I anticipate that this program will be used in a real curriculum of high school girl student with the support of a principal and other teachers.

목차 (Table of Contents)

• 차례
• Ⅰ. 서론 = 1
• 1. 문제 제기 = 1
• 2. 연구 가설 = 4
• 3. 연구 의의 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 진로성숙 = 5
• 2. 내향성과 외향성 = 12
• 3. 진로 집단상담 = 18
• 4. 학급 단위 진로상담과 진로성숙도 = 25
• 5. 내？외향성에 따른 진로상담의 효과 비교 = 27
• Ⅲ. 연구 방법 = 30
• 1. 연구 대상 = 30
• 2. 연구 도구 = 30
• 3. 연구 절차 = 36
• 4. 자료 처리 = 36
• Ⅳ. 연구 결과 = 38
• 1. 진로성숙도검사 득점의 평균과 표준편차 = 38
• 2. 다변량 분석 결과 = 39
• 3. 진로성숙도 향상 효과 = 40
• Ⅴ. 고찰 = 45
• Ⅵ. 결론 및 제언 = 52
• 1. 결론 = 52
• 2. 제언 = 52
• 참고문헌 = 54
• 영문초록 = 54
• 부록 = 61