중학교 2학년 학생의 진로 활동 경험 잠재계층 분류 및 영향요인

Abstract

Objectives This study used data from the 4th(2019) to 5th(2020) years from the 4th to 5th years of the Busan Education Longitudinal Study (BELS) Elementary School panel to classify latent classes according to their career experience, identify factors that affect career maturity, learning participation, and academic self-efficacy.
 Methods The latent classes were classified into four based on the presence or absence of seven career activities, including ‘counseling with homeroom teachers’, ‘counseling with private education workers’, ‘counseling with parents’, ‘conducting career-related tests’, ‘attending senior school entrance briefing’, and ‘collecting media use information’. The four latent classes were named ‘primary teacher-dependent group’, ‘active career search group’, ‘career teacher-dependent group’, and ‘career information collection group’, reflecting the characteristics of each type related to career activity experience.
 Results High career maturity, learning participation, and academic self-efficacy were found in the “active career search group” and “career information collection group” with high parental communication. However, while the “active career search group” showed low academic achievement, the “career information collection group” showed high results in parental attachment, self-esteem, and academic achievement. In the case of students with high anxiety and depression, it was found that they were likely to be included in the “career information search group” or the “career teacher-dependent group”.
 Conclusions This study is meaningful in that it classified latent classes by dividing career activity experiences by type, and analyzed the impact of each latent class on psychological factors related to learning.