사범대학생의 정서․성격 관련 진로결정 어려움과 진로정체감 간의 관계에서 진로적응성과 진로구성의 매개효과: 진로적응모형을 기반으로 = Mediating Effect of Career Adaptability and Career Construction Between Emotional and Personality-related Career Decision Making Difficulties and Career Identity With Teachers’ college Students: Based on the Career Adaption Model

국문 초록 (Abstract)

본 연구는 Savickas(2005)가 제안한 진로적응모형을 토대로 정서․성격 관련 진로결정 어려움과 진로정체감의 관계에서 진로적응성과 진로구성의 순차적 매개효과를 검증하였다. 이를 위해 충청도 소재 사범대학 재학생 264명을 대상으로 자료를 수집하였으며 SPSS PROCESS macro를 활용하여 매개효과를 분석하고 Bootstrap 방식으로 간접효과의 유의성을 분석하였다. 분석결과 첫째, 정서․성격 관련 진로결정 어려움과 진로정체감의 관계를 진로적응성이 매개하는 것으로 나타났다. 둘째, 정서․성격 관련 진로결정 어려움과 진로정체감의 관계를 진로구성이 매개하는 것으로 확인되었다. 셋째, 정서․성격 관련 진로결정 어려움과 진로정체감 간의 관계에서 진로적응성과 진로구성이 순차적으로 완전 매개 역할을 하는 것으로 확인되었다. 이러한 연구 결과 통해 진로적응모형이 사범대학생의 진로적응 과정을 설명하는 타당한 개념적 틀임을 확인하였다. 또한 사범대학생의 진로적응을 향상시킬 수 있는 개입의 기초자료로 본 연구가 활용할 수 있을 것이다. 연구 결과를 바탕으로 연구의 의의와 향후 연구에 대한 제언을 논의하였다.

다국어 초록 (Multilingual Abstract)

Based on the career adaptation model (Savickas & Porfeli, 2012), this study selected career decision-making difficulties related to emotions and personality in preparation for adaptation, career adaptability as adaptation resources, career construction as adaptation response, and career identity as adaptation results to determine emotions and personality-related factors. The sequential mediating effects of career adaptability and career construction in the relationship between career decision-making difficulties and career identity were verified. For this purpose, data were collected from 264 students at a college of education in Chungcheong Province, the mediating effect was analyzed using SPSS PROCESS macro, and the significance of the indirect effect was analyzed using the bootstrap method. The research results are summarized as follows. First, career adaptability was found to mediate the relationship between emotion- and personality-related career decision difficulties and career identity. Second, it was confirmed that career composition mediates the relationship between emotion- and personality-related career decision difficulties and career identity. Third, it was confirmed that career adaptability and career composition sequentially completely mediated the relationship between emotion- and personality-related career decision-making difficulties and career identity. Based on these research results, it was confirmed that the career adaptation model is a valid conceptual framework that explains the career adaptation process of teachers’ college students. In addition, it is expected that it can be used as basic data for interventions that can improve the career adaptation of teachers’ college students at a time when new alternative career exploration and intervention to improve career adaptability are needed. Based on the research results, the significance and limitations of the study, and suggestions for future research were discussed.