진로진학활동, 자기주도학습역량 및 학업적 자기효능감 간 구조적 관계

Abstract

Objectives The purpose of this study is to investigate the structural relationship between career advancement activities, self-directed learning competency, and academic self-efficacy and to examine the appropriate implications among related variables.
 Methods For this purpose, data of 3,038 middle school students in the first year (2016) of the Busan Education Longitudinal Study (BELS) were used for analysis, and a research model was set up with academic self-efficacy as a dependent variable, career advancement activities as an independent variable, and self-directed learning competency as a mediating variable, and descriptive statistical analysis, correlation analysis, and Structural Equation Model analysis were conducted using SPSS 23.0 and AMOS 26.0.
 Results First, career advancement activities had a positive effect on self-directed learning competency. Second, self-directed learning competency has a positive effect on academic self-efficacy Third, career advancement activities have a positive effect on academic self-efficacy through self-directed learning competency.
 Conclusions Suggestions based on the results of the analysis are as follows. It was also suggested that policy support is needed to strengthen students' career advancement activities and provide help for career advancement activities, and that programs should be prepared to foster students' self-directed learning abilities.