The Effect of the Middle School Transition Program on Career Self-Efficacy, Academic Motivation, and Time Management Skills for Middle School Freshmen

Abstract

본 연구는 진로와 학습을 연계한 전환기적응프로그램이 중학교신입생의 진로자기효능감과 학업동기, 시간관리기술을 향상시키는지를 검증하고, 이를 교육 현장에 활용하는 데 목적이 있다. 이를 위해 담당교사와 진로교육전문가 1인, 학습전문가 1인이 협력하여 전환기 중학생의 적응에 요구되는 프로그램을 설계하였다. 설계된 프로그램은 담당교사가 학급전체 학생들에게 실시하였고, 학생 개별처치를 학습전문가와 진로전문가가 진행하는 방식으로 운영되었다. 연구대상은 부산광역시 소재 A중학교 1학년 2개 학급 학생 59명이었으며, 두 학급 중 1개 학급을 실험집단으로, 다른 학급은 통제집단으로 선정하였다. 실험집단의 29명 학생들에게는 정규교육과정인 창의적 체험활동시간을 활용하여 첫 학기에 14주 간 14회기로 구성된 프로그램을 실시하였고, 통제집단 학생들은 동아리활동에 참여하였다. 진로자기효능감과 학업동기, 시간관리기술 검사를 사전ㆍ사후에 실시한 후 효과정도를 공변량분석(ANCOVA)을 통해 살펴보았다. 연구결과, 진로-학습연계 전환기적응프로그램은 참여 학생들의 진로자기효능감와 학업동기, 시간관리기술 향상에 효과가 있는 것으로 나타났다. 이러한 결과를 통해 전환기적응프로그램이 중학생의 발달과 적응과정에 요구되는 진로와 학습에 대한 자신감을 향상시키고, 학습상황에서 발생하는 어려움을 이겨내는 마음을 가지도록 했으며, 자기관리능력을 함양하는데 도움이 된다는 사실을 검증하였다.The purpose of this study was to verify the effect of the middle school transition program on career self-efficacy, academic motivation, and time management skills for middle school first graders. This study was based on pretest-posttest experimental design. A total of 59 male middle school students in the first grade participated as subjects, of whom 29 students participated in the program as an experimental group, and a further 30 subjects formed the control group. The experimental group had taken the middle school transition program with career education and learning management skills sessions as an intervention. The program was applied to the experimental group for 14 sessions. Career Self-efficacy, Academic Motivation, and Time Management Skills Scales were administrated to all of the subjects as part of the pre and post-test stages. To verify the effect of the experiment, an ANCOVA was conducted. The findings from this study were as follows. Firstly, compared to the controlled group, there was positive development in the experimental group in relation to career research, career decision making, and career performance among the constructs of career self-efficacy. Secondly, the transition program had an effect on the academic motivation of the middle school boys. There was a statistically meaningful result only present in the academic self-efficacy. Lastly, there was a statistically meaningful difference in the general time management skills between the experimental and control group. These results suggest that the middle school transition program has positive effects on career self-efficacy, academic motivation, and time management skills for middle school freshmen.