교육대학원생의 자기주도성이 자기효능감을 매개로 경력개발역량에 미치는 영향 = The effect of education major graduate of students' self-initiative on career development competence through self-efficacy as a medium

국문 초록 (Abstract)

본 연구는 교육대학원에서 학습을 경험한 재학생과 졸업생을 대상으로 자기주도성, 자기효능감, 경력개발역량에 대한 인식과 개인배경에 따른 각 주요변인에 대한 인식의 차이를 알아보았다. 교육대학원생의 자기효능감이 경력개발역량에 미치는 요인을 분석하고, 자기주도성과 경력개발역량의 관계에서 자기효능감의 매개효과를 알아보는 것을 목적으로 하였다. 이를 통해서 교육대학원생의 자기주도성과 자기효능감을 증진시키고 경력개발역량을 높일 수 있는 방안을 모색하였다. 첫째, 교육대학원생이 지각하는 자기주도성, 자기효능감, 경력개발역량 인식은 보통수준이다. 둘째, 교육대학원생의 개인배경에 따른 자기주도성, 자기효능감, 경력개발역량의 인식 차이를 분석한 결과, 연령에 따른 각 변인의 인식 차이는 자기주도성의 학습에 대한 애정과 열정, 솔선수범 및 독립성, 자기주도성 총점에서 나타났다. 셋째, 자기효능감에 미치는 요인을 분석한 결과, 자기주도성의 학습기회에 대한 개방성, 솔선수범 및 독립성, 효율적인 학습자라는 자아개념이고, 사회적 효능감은 효율적인 학습자라는 자아개념이고, 자기조절 효능감은 학습에 대한 애정과 열정, 솔선수범 및 독립성, 효율적인 학습자라는 자아개념이 높다. 자기주도성과 경력개발역량의 관계에서 자기효능감의 매개효과를 검증한 결과, 자기주도성은 경력개발역량에 영향을 미치는 직접효과도 있고, 자기효능감이 경력개발역량에 영향을 주는 간접효과도 있는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

This study targets current students and graduates who have studied at
graduate schools of education and investigates differences between perceptions
of self-initiative, self-efficacy, and career development competence and
perceptions of each major variable based on personal backgrounds. In addition,
the objectives of this study are to analyze the effect of education major
graduate students’ self-efficacy on career development competence and to find
out the effect of self-efficacy as a medium in the relationship between
self-initiative and career development competence. Based on these, it identifies
ways to enhance self-initiative and self-efficacy of the education major
graduate students and enhance their career development competence. The
ultimate purpose is to provide help to these students who strive to improve
their career development competence and acquire the expertise required for
field work while balancing between work and study to cope with social
changes.
To achieve these goals, data has been collected through a survey performed
on 395 current students and graduates of graduate schools of education
combined. Then, the collected data has been analyzed using IBM SPSS
Statistics 26.0 program and verified at the significance level of p<.05. The
results are as follows. First, the perceptions of self-initiative, self-efficacy, and career development
competence by the education major graduate students are at the normal level.
Self-initiative comes in order of “love and passion for learning,”
“exemplariness and independence,” “openness to learning opportunities,” and
“self-identification as an effective learner,” and self-efficacy is in order of
“self-control efficacy,” “academic learning efficacy,” and “social efficacy.”
Therefore, it is necessary to enhance the levels of self-initiative, self-efficacy,
and career development competence.
Second, the results of analyzing the perception differences in self-initiative,
self-efficacy, and career development competence based on personal
backgrounds of the students are as follows. There is no difference in the
perception of the major variables for different genders and occupations. The
perception differences of each variable for age appear in the sub-factors of
self-initiative including love and passion for learning, exemplariness and
independence, and the total self-initiative score.
In all three factors, “51 to 60 years of age” shows higher results than “40
years of age or younger.” The differences in the recognition of each variable
based on whether the students are currently enrolled in school are found in
academic learning efficacy and career development competence of self-efficacy.
One of the sub-factors of self-efficacy, academic learning efficacy, is higher
for “current students” and “graduates” than for “others/students on leave of
absence.” As for career development competence, “current students (A)” and
“graduates (A)” have higher results than “others/ students on leave of absence (B).”
Third, the results of the regression analysis on the factors affecting
self-efficacy are as follows. Academic learning efficacy is higher as the age of
the respondent is younger. Openness to learning opportunities, exemplariness
and independence, and self-identification as an effective learner are
self-concepts of self-initiative, while social efficacy is a self-concept of being
an effective learner. Self-control efficacy shows strong self-concepts of love and passion for learning, exemplariness and independence, and
self-identification as an effective learner.
Fourth, the results of the hierarchical regression analysis on the factors
affecting career development competence are as follows. If you look at the
research results of Model 1 analyzed by using personal background as an
independent variable and Model 2 analyzed by using self-initiative, personal
background, and self-efficacy as independent variables, the self-concepts of
love and passion for learning and self-identification as an effective learner
have an impact on career development competence in Model 1. For Model 2, it
is built by adding self-efficacy to Model 1 and shows a significant change in
R2. In this model, the self-concepts of love and passion for learning and
self-identification as an effective learner under self-initiative and social
efficacy and self-control efficacy under self-efficacy have an impact on career
development competence. The self-concepts that have the strongest influence
on career development competence are love and passion for learning and
self-identification as an effective learner under self-initiative and social
efficacy and self-control efficacy under self-efficacy.
Fifth, the results of verifying the effect of self-efficacy as a medium in the
relationship between self-initiative and career development competence show
that self-initiative has a direct effect on career development competence while
self-efficacy has an indirect effect on career development competence.
Based on the results of this study, the following conclusions have been drawn
to improve self-initiative and self-efficacy of the education major graduate
students and to increase their career development competence. First, a learning
operation system integrated with work should be improved to advance learning
effects and adapt to jobs or work environments to increase self-initiative,
self-efficacy, and career development competence. To continue to improve each
individual's career development competence, the more concrete and proactive
the student’s competence is, the higher the level of his or her perception change will be.
Second, self-efficacy should be increased based on the consideration of the
personal background of the education major graduate students. It is necessary
to establish an integrated life-long work and learning system for the education
major graduate students, who work and study at the same time to acquire
career development competence.
Third, the education major graduate students should identify measures to
increase their career development competence in preparation for adapting to the
changing social environment. Self-efficacy should be enhanced by utilizing
opportunities such as seminars, discussions, and presentations that encourage
professional differentiation and active participation in learning. After all,
increased self-efficacy leads to increased personal competence. Therefore, when
self-initiative to proactively solve issues is preceded, the improvement of
career development competence will become effective.

목차 (Table of Contents)

• I. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 3
• 3. 용어의 정의 4
• 4. 연구의 제한점 5
• II. 이론적 배경 6
• 1. 교육대학원 개요 6
• 2. 자기주도성 13
• 3. 자기효능감 22
• 4. 경력개발역량 32
• 5. 선행연구 고찰 35
• Ⅲ. 연구방법 44
• 1. 연구설계 44
• 2. 연구대상 및 자료수집 45
• 3. 측정도구 47
• 4. 분석방법 54
• Ⅳ. 연구결과 55
• 1. 교육대학원생이 지각하는 자기주도성, 자기효능감, 경력개발역량에 대한 인식 및 개인배경에 따른 차이 55
• 2. 교육대학원생의 자기효능감 및 경력개발역량에 미치는 영향요인 역량에 대한 인식 차이 62
• 3. 자기주도성과 경력개발역량의 관계에서 자기효능감의 매개효과 69
• Ⅴ. 결론 및 제언 72
• 1. 결론 72
• 2. 제언 74
• 참고문헌 75
• [부록] 설문지 83