Self-efficacy and School-Related Adjustment of Specialized High School Students

Abstract

이 연구의 목적은 특성화고 학생들의 자기효능감과 학교생활적응간의 관계를 구명하는데 있었다. 이 연구의 모집단은 특성화고 1학년 학생들이며, 학과계열을 고려하여 482명의 특성화고 1학년 학생들을 표본으로 선정하였다. 자료수집은 우편을 이용하여 2017년 8월 18일부터 9월 8일까지 이루어졌으며, 최종분석에는 일부 문항에 무응답하거나 불성실한 자료를 제외하고, 392부가 활용되었다. 이 연구의 결과는 다음과 같다. 첫째, 특성화고 학생들의 자기효능감은 보통이며, 자기효능감의 구성요인 중 자기조절효능감이 가장 높았으며, 과제난이도선호가 상대적으로 가장 낮았다. 그리고 특성화고 학생들의 자기효능감은 성별, 학교소재지, 학업성적에 따라 차이가 있었다. 그러나 학과계열에 따른 자기효능감의 차이는 없었다. 둘째, 특성화고 학생들은 학교생활에 대체로 잘 적응하고 있으며, 특히 학교규칙에 대한 적응이 가장 높으며, 학교수업에 대한 적응이 상대적으로 가장 낮았다. 그리고 특성화고 학생들의 학교생활적응은 성별, 학교소재지, 학업성적에 따라 차이가 있었다. 그러나 학과계열에 따른 학교생활적응의 차이는 없었다. 셋째, 특성화고 학생들의 자기효능감 전체와 학교생활적응 전체 사이에는 높은 상관이 있었다. 자기효능감의 구성요인 중 자기조절효능감이 학생들의 학교생활적응과 가장 높은 상관이 있었다.The purpose of this study was to analyze self-efficacy and school-related adjustment of specialized high school students. The population was 1st grade of specialized high school. Three hundred ninety two out of 482 questionnaires were used for analysis after eliminating unreliable responses and incomplete responses. Major findings of this study were as follows: First, self-efficacy level of specialized high school students was normal level. In the factors of self-efficacy, ‘self-regulatory efficacy’ was the highest, and ‘task-difficulty preference’ was the lowest. And three related variables were found to be significant in affecting the self-efficacy of the students. They were gender difference of students, student’s grades, and school location. However, major field of the students had no appreciable effect on the self-efficacy. Second, school-related adjustment of specialized high school students was moderately high. In the factors of school-related adjustment, ‘compliance with the rule’ was the highest, and ‘school classes’ was the lowest. And three related variables were found to be significant in affecting the school-related adjustment of the students. They were gender difference of students, student’s grades, and school location. However, major field of the students had no appreciable effect on the school-related adjustment. Third, there was a significant relationship between self-efficacy and school-related adjustment of specialized high school students. And ‘self-regulatory efficacy’ is the most highly related to school-related adjustment of specialized high school students among the self-efficacy.