이 연구는 초등학생의 개인 및 학교 특성이 진로발달에 미치는 영향을 알아보기 위한 목적으로 수행되었다. 이를 위해서 질문지법에 의해 조사를 실시하였으며, 빈도분석, 기술통계, t검정, 상관분석, 회귀분석 등을 활용하였다. 연구 결과에 따른 주요한 결론은 다음과 같다. 첫째, 초등학생의 개인 특성 중, 진로발달에 학년별로는 5학년의 진로발달 수준보다 6학년이 높았으며, 통계적으로 유의미하였다. 거주지역별로는 도시지역 거주 학생의 진로발달 수준이 그렇지 않은 학생보다 높았으며, 통계적으로 유의미하였다. 한편, 성별로는 여학생이 남학생보다 진로발달 수준이 높았으나 통계적으로는 유의미하지 않았다. 둘째, 초등학생의 학교 특성 중, 진로발달에 대해 학교생활적응 정도, 진로교육 만족 정도, 학업성취 정도에 따라 통계적으로 유의미하였다. 각 수준 정도가 높은 학생이 그렇지 않은 학생보다 진로발달 점수가 높았다. 셋째, 회귀분석 결과, 초등학생의 개인 특성 변인보다 학교 특성 변인이 진로발달에 더 많은 영향을 미치고 있는 것으로 나타났다. 진로발달 전체 점수 및 진로발달 하위영역 3개 모두에서 모형1(개인 특성 변인 투입)보다 모형2(개인 특성 변인+학교 특성 변인 투입)의 설명력이 높았다. ‘학교생활적응’, ‘진로교육 만족도’, ‘학업성취’ 등 3개의 학교 특성 변인이 모두 통계적으로 유의미하였다. 제언은 다음과 같다. 첫째, 초등학생의 학교 특성 변인의 수준을 높이는 방안이 필요하다. 둘째, 초등학생의 다양한 개인, 학교, 지역사회 변인 등을 추가하여 연구를 진행할 필요가 있다. 셋째, 초등학생 대상의 진로발달을 측정할 수 있는 도구개발과 관련된 연구가 필요하다.The purpose of this study was to investigate the effect of elementary school students personal and school characteristics on their career development. To this end, the survey was conducted using the questionnaire method, and frequency analysis, descriptive statistics, t-test, correlation analysis, and regression analysis were used. The main conclusions according to the study results are as follows. First, among the individual characteristics of elementary school students, the 6th grader was higher than the 5th grader by grade in career development, which was statistically significant. By residential area, the level of career development of students living in urban areas was higher than that of those who did not, and it was statistically significant. On the other hand, in terms of gender, female students had a higher level of career development than male students, but it was not statistically significant. Second, among the school characteristics of elementary school students, career development was statistically significant according to the degree of adaptation to school life, the degree of satisfaction with career education, and the degree of academic achievement. Third, as a result of the regression analysis, it was found that the school characteristic variable had a greater influence on career development than the personal characteristic variable of elementary school students. The explanatory power of Model 2 (personal characteristic variable + school characteristic variable input) was higher than Model 1 (individual characteristic variable input) in the overall career development score and all three career development sub-domains. All three school-specific variables such as adaptation to school life , career education satisfaction , and academic achievement were statistically significant. Suggestions are as follows. First, it is necessary to increase the level of school characteristics variables in elementary school students. Second, it is necessary to conduct research by adding various personal, school, and community variables of elementary school students. Third, there is a need for research related to the development of tools that can measure the career development of elementary school students.
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