대학생의 휴학 횟수 및 기간, 목표달성 수준에 따른 대학생활 적응과 진로결정 자기효능감의 차이 연구

Abstract

Objectives The purpose of this study is to verify the difference between university life adaptation and career deci-sion self-efficacy according to the number and period of leave of absence and the level of goal achievement of university students.
 Methods The subjects of this study were 140 university students who had taken a leave of absence from S University in the capital area. Using SPSS 25.0, the tendency (M, SD) and normality (skewness, kurtosis) of study variables were analyzed, and reliability was presented as Cronbach's alpha. The difference verification according to the number and period of leave of absence and the level of goal achievement was examined by ANOVA analysis (Scheffé post-test).
 Results The main findings are as follows. First, there was no statistically significant difference in university life adaptation and sub-area (academic adaptation, social adaptation, personal and emotional adaptation) depending on the number and period of leave of absence, while there was a statistically significant difference between uni-versity life adaptation and sub-area, social adaptation according to the level of goal achievement. As a result of Scheffé post-test, there was statistically significant group difference between university life adaptation and the sub-area, social adaptation in the level of goal achievement during the leave of absence. Second, while there was no statistically significant difference between career decision self-efficacy and the whole sub-area (self-evalua-tion, information collection, goal setting, career plan, and problem-solving) depending on the number and the pe-riod of leave of absence, there was statistically significant difference between career decision self-efficacy and the sub-areas, self-evaluation, information collection, goal setting, career plan, and problem-solving depending on the level of goal achievement. As a result of Scheffé's post-test, there was statistically significant group differ-ence between career decision self-efficacy and the sub-areas, self-evaluation, information collection, goal set-ting, career plan, and problem-solving depending on the level of goal achievement.
 Conclusions The results of this study are meaningful in that it provided an opportunity to reconsider the meaning of leave of absence system in university in terms of student development. Therefore, I would like to present a sys-tem and a way to prevent the university dropout.