남․여 초등학생의 학업성취도와 진로발달 간 관계

서지정보

· 발행기관 : 한국방과후아동지도학회
· 수록지 정보 : 방과후아동지도연구 / 8권 / 1호
· 저자명 : 김지영

목차

Ⅰ. 서 론Ⅱ. 연구방법Ⅲ. 결과 분석Ⅳ. 논의 및 결론참고문헌

초록

본 연구의 목적은 남․여 초등학생의 학업성취도와 진로발달 간 상관관계 및 영향을 알아보는
것이다. 본 연구의 대상은 초등학생 107명(남학생 60명, 여학생 47명)이다. 본 연구를 위해 활용한
측정도구는 이종범의 ‘초등학생용 진로발달 검사도구’이다. Pearson의 적률상관계수, 단계적 중다
회귀분석(stepwise multiple regression analysis)을 실시하였다. 본 연구의 결과를 분석하면: 첫째, 남학
생의 학업성취도는 ‘자아인식(r=.27～.35, p<.05～.01)’, ‘학업․직업 탐색(r=.26～.32, p<.05～.01)’,
‘진로계획(r=.26～.35, p<.05～.01)’ 및 ‘진로발달 전체(r=.28～.35, p<.05～.01)‘와 정적상관관계를
보였다. 둘째, 여학생의 학업성취도는 ‘자아인식(r=.29～.38, p<.05～.01)’, ‘학업․직업 탐색(r=.3
0～.36, p<.05～.01)’, ‘진로계획(r=.32～.40, p<.05～.01)’ 및 ‘진로발달 전체(r=.29～.44, p<.05～.01)
‘와 정적상관관계를 보였다. 셋째, 영어교과목은 남학생의 ‘자아인식(11.9%)’, ‘학업․직업 탐색
(10.1%)’ 및 ‘진로발달 전체(12.3%)’에 영향을 미쳤으며, 도덕교과목은 남학생의 ‘진로계획(12.0%)’
에 영향을 미쳤다. 넷째, 국어교과목은 여학생의 ‘자아인식(14.6%)’, ‘학업․직업 탐색(13.2%)’, ‘진
로계획(16.4%)’ 및 ‘진로발달 전체(19.2%)‘에 영향을 미쳤다. 이상의 결과를 통해 남․여 초등학생
의 학업성취도는 진로발달과 정적상관관계를 가진다는 것을 알 수 있었다.

영어초록

The purpose of this study was to examine the relationship and influence between the ‘academic
achievement’ and ‘career development’ of the boy and girl in elementary school. The subjects of this
study were 107(60 boys and 47 girls) elementary schoolers. The instrument used in this study was
Lee Jong-Bun's(2005) ‘Career Development Inventory for Elementary School Students’. The survey
used in this study and data were analyzed Pearson`s correlation and stepwise multiple regression. The
major findings of the study were as follows: (1) the revealed that boy's ‘academic achievement’ was
correlated with ‘Self-awareness(r=.27～.35, p<.05～.01)’, ‘Education and occupational exploration
(r=.26～.32, p<.05～.01)’, ‘career planning(r=.25～.35, p<.05～.01)’ and ‘career development
(r=.28～.35, p<.05～.01)’. (2) the revealed that girl's ‘academic achievement’ was correlated with
‘Self-awareness(r=.29～.38, p<.05～.01)’, ‘Education and occupational exploration(r=.30～.36, p<.0
5～.01)’, ‘career planning(r=.32～.40, p<.05～.01)’ and ‘career development(r=.29～.44, p<.0
5～.01)’. (3) the ‘English’ had an influence of the boy's Self-awareness(11.9%), ‘Education and
occupational exploration(10.1%)’ and ‘career development(12.3%)’ and ‘Morality’ had an influence of
the boy's ‘career planning(12.0%)’. (4) the Korean language had an influence of the girl's
‘Self-awareness(14.6%)’, ‘Education and occupational exploration(13.2%)’, ‘career planning(16.4%)’ and
‘career development(19.2%)’. The findings of the study illustrated that the revealed ‘academic
achievement’ of the boy and girl in elementary school was correlated with ‘career development’.

참고자료

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