진로장벽, 희망, 진로결정자기효능감이 진로준비행동에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the influence of career barriers, hope and career decision-making self-efficacy on the career preparation behavior of college students. Added to this, this study is to provide fundamental data in building up the college students' career guidance or counseling program. Based on the past study results related to the college students' career barriers as a independence variable and hope and career decision-making self-efficacy as parameter are set up, its influence to college students' career preparation behavior are analyzed.
In order to solve the above-mentioned purpose, the following hypotheses are set up.
1】Career barriers, hope and career decision-making self-efficacy will be powerful on college students' career preparation behavior.
2】Some sub factors of career barriers will be powerful negatively on college students' career preparation behavior, but some sub factors of career barriers will be powerful positively on college students' career preparation behavior.
3】Career barriers, hope and career decision-making self-efficacy will have significantly effects on college students' career preparation behavior directly and indirectly.
4】It will be different by the gender that career barriers, hope and career decision-making self-efficacy will have significantly effects on college students' career preparation behavior directly and indirectly.
This study utilized SPSS/WIN 11.5 program and Amos 4.0 program to manage the data of 480 questionnaires finally obtained from 213 male college students and 267 female college students.
Measured tools are as follows ; In order to measure career barrier perception, it has been utilized in this study for Korean Career Barrier Inventory developed by Kim, Eun-Young in 2001. 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 hope is the one translated by Kang, Lee Young in 2002 for trait hope inventory developed by Snyder, Harris in 1991 and for state hope inventory Snyder, Sampson in 1996. 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, career barriers, hope and career decision-making self-efficacy impact to career preparation behavior. In the first place, regarding hope, career barriers account for bringing 43.3% explanation in total.
In the second place, regarding career decision-making self-efficacy, career barriers account for bringing 29.9% explanation in total.
In the third place, regarding career preparation, career barriers account for bringing 11.4% explanation in total.
Second, some sub-factors of career barriers impact to sub-factors of the other variables negative influence, but some sub-factors of career barriers impact to sub-factors of the other variables positive influence. The career barriers, its sub-factor, personality barriers, lack of career information and lack interests show career preparation behaviors negative influence. Conflict with parents and lack of physical confidence show career preparation behaviors positive influence.
Third, career barriers which impact career preparation behaviors negative influence result in a significant effect on college students' career preparation behaviors through hope and career decision-making self-efficacy directly and indirectly. Career barriers which impact career preparation behaviors positive influence result in a significant effect on college students' career preparation behaviors through hope and career decision-making self-efficacy directly. Career barriers which impact career preparation behaviors positive influence result in a non-significant effect on college students' career preparation behaviors through hope and career decision-making self-efficacy indirectly.
Forth, career barriers which impact career preparation behaviors negative influence result in a significant effect on college men students' career preparation behaviors through hope directly and indirectly. Career barriers which impact career preparation behaviors negative influence result in a significant effect on college women students' career preparation behaviors through career decision-making self-efficacy directly and indirectly
The followings are concluded on the basis of objective and analysis of this study.
First, the college students who are perceived career barriers have low hope and career decision-making self-efficacy and career preparation behaviors.
Second, the college students' high hope and career decision-making self-efficacy resulted in the college students' vital career preparation process.
Third, in general, the college students' career is negatively influenced by career barriers. But, in according the sub-factor of career barriers, the college students' career is positively influenced.
Fourth, The career barriers, its sub-factor, personality barriers, lack of career information and lack interests result in a significant effect on college students' career preparation behaviors through hope and career decision-making self-efficacy directly and indirectly. These results empirically demonstrated the importance of hope and career decision-making self-efficacy in overcoming adverse career barriers.
In conclusion, the followings are recommended that, when the counselors have a counseling session with the college students, they should understand the scope which the college students are facing on their perceived career barriers imports. The career barriers which college students perceived can have positive impacts or negative impacts in their career preparation behaviors. The career barriers which influence negatively in their career preparation behaviors result in a significant effect on college students' career preparation behaviors through hope and career decision-making self-efficacy directly and indirectly. Counselors should serve not unified career counseling, but differential intervention according to the situation of clients. At the time of counseling, counselors should see how much hope and career decision-making self-efficacy the clients have and which barriers they perceive overly when the clients don't make decision of career and appeal their difficulties of career preparation.

국문 초록 (Abstract)

이 연구는 대학생들의 진로준비행동에 영향을 미치는 변인들을 규명하고 그 영향을 밝혀, 대학생들의 합리적 진로탐색 및 결정을 도울 수 있는 진로상담 및 진로 프로그램 개발의 기초를 마련하는데 그 목적이 있다. 이를 위하여 대학생의 진로발달과 관련된 선행연구의 결과를 바탕으로 독립변인으로는 진로장벽을, 매개변인으로는 희망과 진로결정자기효능감을 설정하여 이 변인들이 진로준비행동에 미치는 영향력에 대하여 분석하였다. 이 연구의 목적을 위하여 다음과 같은 가설을 설정하여 검증하였다.
가설 1 : 진로장벽, 희망, 진로결정자기효능감 및 하위요인은 진로준비행동에 유의미한 영향을 미칠 것이다
가설 2 : 극복진로장벽과 좌절진로장벽은 희망과 진로결정자기효능감을 매개로 하여 진로준비행동에 직, 간접적 영향을 미칠 것이다.
가설 3 : 극복진로장벽과 좌절진로장벽이 희망과 진로결정자기효능감을 매개로 하여 진로준비행동에 미치는 영향은 성별에 따라 유의미한 차이가 있을 것이다.
이 연구의 결과를 요약하면 다음과 같다.
첫째, 진로장벽, 희망, 진로결정자기효능감은 진로준비행동에 유의미한 영향을 미쳤다. 진로장벽이 높게 지각될수록 진로준비행동 수준이 낮았으며, 희망과 진로결정자기효능감이 높을수록 진로준비행동 수준이 높았다.
둘째, 진로장벽의 하위요인은 진로준비행동에 유의미한 영향을 미쳤다. 진로장벽의 성격문제, 정보부족, 흥미부족 요인은 진로준비행동수준을 낮추지만, 부모갈등과 신체열등 요인은 진로준비행동을 높이는 것으로 나타났다. 남학생은 성격문제와 흥미부족에서는 진로준비행동 수준을 낮추었고 나이문제에서 진로준비행동 수준을 높였다. 여학생은 성격문제와 정보부족에서 진로준비행동 수준을 낮추었으며 신체열등과 부모갈등에서는 진로준비행동 수준을 높였다.
셋째, 극복진로장벽(진로준비행동에 정적 영향력을 가진 진로장벽 하위요인들의 총점)은 희망과 진로결정자기효능감과는 상관없이 진로준비행동에 정적인 직접효과를 지니는 것으로 나타났다. 그러나 좌절진로장벽(진로준비행동에 부적 영향력을 가진 진로장벽 하위요인들의 총점)은 진로결정자기효능감을 매개로 하여 진로준비행동에 유의미한 직접 효과와 간접 효과가 있는 것으로 나타났다. 즉, 좌절진로장벽의 수준이 높을지라도 진로결정자기효능감이 높으면 진로준비행동에 정적 영향력을 미쳤다.
넷째, 위의 결과는 여학생에게서 동일하게 나타났다. 그러나 남학생을 대상으로 하였을 때 다른 결과가 나타났다. 극복진로장벽에서는 동일한 결과가 나타났으나, 좌절진로장벽에서는 진로준비행동에 직접 효과를 보이고 있으며, 또한 희망을 매개로 한 간접효과도 보이고 있다.
이 연구의 가설과 결과분석을 바탕으로 다음과 같은 결론을 내릴 수 있다.
첫째, 전체적으로 진로장벽을 높게 지각하는 대학생들은 진로준비행동을 적게 한다. 그러나 진로장벽의 하위요인들 중에는 진로준비행동에 정적 영향력과 부적 영향력을 갖는 요인들이 혼재되어 있다. 이러한 결과는 진로장벽이 그 하위 요인에 따라 진로준비행동에 방해요인도 되지만 촉진요인도 될 수 있음을 보여준다. 따라서 진로상담가들은 내담자들이 진로준비행동에 영향을 미치는 진로장벽의 요인들을 구체적으로 파악하여 방해 요인을 제거해줄 필요가 있다.
둘째, 극복진로장벽은 진로준비행동에 직접 효과를 갖는다. 또한 좌절진로장벽은 진로준비행동에 직접 효과와 함께 진로결정자기효능감을 매개로 한 간접효과도 갖는다.
셋째, 좌절진로장벽은 진로준비행동에 직접효과와 함께 남학생에게서는 희망을, 여학생에게서는 진로결정자기효능감을 매개로 한 간접효과를 갖는다. 진로장벽을 방해요인으로 지각할 때 남학생은 진로에 대한 긍정적 기대감이, 여학생은 진로에 대한 자신감이 진로준비행동의 장벽을 극복하는데 도움이 된다.
위의 내용을 종합하면, 대학생들이 지각하고 있는 진로장벽은 하위요인과 성별에 따라 차이가 있으며, 그에 따라 진로준비행동에 미치는 영향도 다르게 나타났다. 이는 획일화된 진로상담이 아닌 각기 지각하고 있는 진로장벽 요인에 따른 차별적인 상담개입이 필요함을 보여 주는 것이다. 따라서 진로 상담자는 상담 과정에서 내담자들이 높이 지각하는 장벽의 내용과 그 방향성을 구체적으로 파악할 필요가 있다. 또한 진로장벽을 지각하는 내담자들에게 희망과 진로결정자기효능감 같은 긍정적인 매개 변인을 고취시킬 때 내담자들이 원활한 진로준비행동을 하는데 도움이 될 것이다.
이 연구는 그 동안 진로상담 연구에서는 상대적으로 간과되거나 도외시되어 왔던 진로장벽과 진로준비행동의 관계를 다루었고, 경로분석을 함으로써, 진로장벽과 진로결정의 관계는 맥락적 차원을 고려해야 한다는 사회인지이론을 검증하였다. 또한 희망이 진로관련 변인들과 유의미한 상관이 있고 진로결정자기효능감과 함께 역경 상황을 극복할 수 있는 요인이 될 수 있음을 밝힘으로써 진로상담 및 연구에 새로운 영역을 제시해주었다는데 그 의의가 있다.

목차 (Table of Contents)

• 목차
• 국문초록 = i
• Ⅰ. 서론 = 1
• A. 연구의 필요성과 목적 = 1
• B. 연구 문제 = 8
• C. 연구의 제한점 = 9
• Ⅱ. 이론적 배경 = 10
• A. 진로장벽 = 10
• B. 희망 = 20
• C. 진로결정자기효능감 = 25
• D. 진로준비행동 = 30
• E. 진로장벽, 희망, 진로결정자기효능감과 진로준비행동의 관계 = 33
• F. 연구 모형 및 가설 = 37
• Ⅲ. 연구 방법 = 40
• A. 연구 대상 = 40
• B. 연구 도구 = 40
• C. 자료 처리 = 47
• Ⅳ. 결과분석 = 49
• A. 주요변인에 대한 기초 자료 = 49
• B. 진로장벽, 희망, 진로결정자기효능감이 진로준비행동에 미치는 영향 분석 = 58
• C. 진로장벽, 희망, 진로결정자기효능감이 진로준비행동에 영향을 미치는 경로(path analysis) 및 인과관계 분석 = 70
• D. 논의 = 80
• Ⅴ. 요약 및 결론 = 88
• A. 요약 = 88
• B. 결론 및 제언 = 90
• 참고문헌 = 97
• ABSTRACT = 112

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58. 고등학생들의 진로결정과정에 영향을 주는 진로결정장애 분석, 박성미, 한국청소년상담원, "청소년상담연구, , 2004

59. 청소년의 성별과 성역할정체감이 진로관련 변인에 미치는 영향, 조아미(A Mi Cho), 한국심리학회, "한국심리학회지: 상담 및 심리치료, , 2002

60. Relations of sex-typed socializations to career self-efficacy expectations of college students, Matsui, Ohnishi, Ikeda, , 1989

61. A social-cognitive analysis of gender differences in science career choice by high school students, Yoo,S.H, , 1998

62. Hope and optimism. In V.S. Ramachandren (Ed.), Encyclopedia of human behavior (Vol. 2, pp.535-542), Snyder, "Hope and optimism. In V.S. Ramachandren (Ed.), , 1994

63. The self and mechanisms of agency. In J. Suls(Ed.), Psychological perspectives on the self (pp. 3-39), Bandura, "The self and mechanisms of agency. In J. Suls(Ed.), , 1982

64. 진로결정프로그램이 대학생의 진로준비행동 및 진로결정수준에 미치는 효과, 윤주영, 경산대학교 학생생활연구소, , 1999

65. Monograph: Toward a Unifying Social CognitiveTheory of Career and Academic Interest, Choice, and Performance, Lent, Hackett, Brown, "Monograph: Toward a Unifying Social Cognitive Theory of Career and Academic Interest, , 1994

66. The Hope Scale. In J. Maltby, C. A. Lewis, & A. Hill (Eds.), A handbook of psychological tests (pp. 248-258), Snyder, Cheavens, Gum, "The Hope Scale. In J. Maltby, , 2000

67. 실업계 고교생의 심리적 독립 및 학업성취도에 따른 진로결정수준 및 진로준비행동, 권용호, 대구가톨릭대학교, 대구가톨릭대학교 대학원 석사학위논문, , 2002

68. Overcoming career barriers: A model of cognitiveand emotional process for realistic appraisal and constructivecoping, London, Overcoming career barriers; A model of cognitive and emotional process for realistic appraisal and constructive coping, , 1997

69. The State Hope Scale. In J. Maltby, C. A. Lewis, and A. Hill (Eds.), A handbook of psychological tests (pp. 240-245), Snyder, Feldman, "The State Hope Scale. In J. Maltby, , 2000

70. 부모 지지, 진로결정 자기 효능감 및 역기능적 진로사고가 청소년의 진로발달에 미치는 영향, 김수리, 홍익대학교 대학원, "부모지지, , 2005

71. Increasing nontraditional career choices in woemn : Relation of attitudes toward women and responses to a career I ntervention, Slaney, Foss, , 1986

72. The role ofcontextual supports and barriers in thechoice of math/science educationaloptions; A test of social cognitivehypotheses, Suthakaran, , 2001

73. 진로집단상담프로그램이 대학생의 진로자기효능감, 진로결정수준 및 진로준비행동에 미치는 효과, 김남진, 대구대학교 재활과학대학원, 대구대학교 재활과학 대학원 석사학위논문, , 2003

74. Issues in vocational psychology of women. In W. B. Walsh & S. H. Osipow(Eds.), Handbook of vocational psychology(vol. 1, pp. 83-144), Betz, Fitzgerald, "Issues in vocational psychology of women. In W. B. Walsh & S. H. Osipow(Eds.), , 1983

75. 대학생의 생물학적 성과 성역할 정체감의 일치여부에 따른 진로태도성숙과 진로결정장애요인에 관한 연구, 이기학, 한국심리학회, "한국심리학회지:상담과 심리치료 15(2), , 2003

76. Advances in vocational psychology theory and research. In S. D. Brown & R. W. Lent (Eds.) Handbook of counseling psychology (3rd ed., pp. 233-269), Swanson, "Advances in vocational psychology theory and research. In S. D. Brown & R. W. Lent (Eds.) Handbook of counseling psychology(3rd ed., , 2000

77. Traditionality and the discriminating effect of expectations of occupational success and occupational values for women within math-oriented fields, Eisenberg, Brown, Sawilowsky, , 1997

78. Hope takes the field: Mind matters in athletic performances. In C. R. Snyder(Ed.), Handbook of hope: Theory, measures, and applications(pp. 243-260), Snyder, Curry, "Hope takes the field: Mind matters in athletic performances. In C. R. Snyder(Ed.), , 2000

79. Self-efficacy and cognitive skill learning. In C. Ames & R. Ames (Eds.), Research on motivation in education. Vol. 3: Goals and cognitions (pp. 13-44), Schunk, "Self-efficacy and cognitive skill learning. In C. Ames & R . Ames (Eds.), , 1989

80. Hope and health: Measuring the will and the ways. In C.R. Snyder & D.R. Forsyth (Eds.), Handbook of social and clinical psychology: The health perspective (pp. 285-305), Anderson, Irving, Snyder, "Hope and health: Measuring the will and the ways. In C.R. Snyder & D.R. Forsyth (Eds.), , 1991

81. Theoretical advances in the study of women's career development. In W. B. Walsh, & S. H. Osipow(Eds.), Handbook of vocational psychology: Theory, research and practice.(pp. 67-110), Fassinger, Fitzgerald, Betz, "Theoretical advances in the study of women's career development. In W. B. Walsh, , 1995

82. Coping with critical life events: An integrative cognitive-behavioral model for research and practice. In S. D. Brown & R. W. Lent (Eds.), Handbook of counseling psychology (pp. 545-578), Heath, Brown, "Coping with critical life events: An integrative cognitive-behavioral model for research and practice. In S. D. Brown & R. W. Lent(Eds.), , 1984