초등학생의 진로계획성 변인 간 다중집단 구조관계 분석 (A Multiple-Group-Structural Relationship among Career Planning Factors of Elementary School Students)

서지정보

· 발행기관 : 학습자중심교과교육학회
· 수록지 정보 : 학습자중심교과교육연구 / 21권 / 8호 / 835 ~ 852페이지
· 저자명 : 이기정, 이태상

초록

본 연구의 목적은 초등학생의 진로계획성과 교사지원특성, 교사상호작용, 부모학업지원, 부모상호작용 변인 간 성별, 학년별 다중집단 구조관계를 분석하는 것이다. 연구방법은 한국교육개발원의 한국교육종단조사2013의 제1차, 2차년도 데이터를 사용하였다. 연구의 결과는 다음과 같다. 첫째, 진로계획성과 관련 변인 간 인과관계에 대한 구조모형은 적합하였다. 둘째, 교사지원특성은 교사상호작용, 부모상호작용, 진로계획성에, 교사상호작용은 진로계획성에 정적 직접효과를 주었다. 부모학업지원은 부모상호작용, 교사상호작용, 진로계획성에, 부모상호작용은 진로계획성에 정적 직접효과를 주었다. 교사지원특성은 진로계획성에, 부모학업지원은 진로계획성에 정적 총효과를 주었다. 셋째, 교사지원특성은 교사상호작용과 부모상호작용을 매개하여 진로계획성에 정적 간접효과를 주었다. 부모학업지원은 부모상호작용과 교사상호작용을 매개하여 진로계획성에 정적 간접효과를 주었다. 넷째, 성별 집단과 학년별 집단 간 차이를 비교한 결과 ‘교사지원특성→교사상호작용’ 경로에서만 여자가 남자보다 더 유의미하게 큰 효과를나타내어 집단 간 차이가 있음을 보여주었다. 이상의 연구 결과를 통하여 교사와 학부모의 지원태도와 상호작용이 진로계획성에 미치는 효과를 토대로 초등진로교육의 변화 모색을 위한 구체적인 방향을 제시하고 후속연구에 대하여 제언하였다

영어초록

In this study, we used the data from the 1st to 2nd years of the Korean Educational Longitudinal Study(2013). The purpose of this study was to identify the path relation among teacher support characteristics, teacher student interaction, parent academic support, parent child interaction, and career planning by using Structural Equation Model and Multiple Group Structural Equation Model. First, the structural model of the causal relationship be tween career planning and related variables was appropriate. Second, teacher support characteristics were teacher interaction, parent interaction, career planning, and teacher interaction was career planning gave a positive direct effect. Parent academic support is based on parent interaction, teacher interaction, career planning, and parent interaction is career planning had a static direct effect. Teacher support characteristics had a positive total effect on career planning and parental academic support on career planning. Third, the teacher support characteristics gave a positive indirect effects to career planning through mediating teacher interactions and parent interactions. Parent academic support provided s positive indirect effect on career planning by mediating parent interaction and teacher interaction. Results verified by phantom variables, parent study support had a positive in direct effect on career planning by mediating parental interactions and on career planning by mediating teacher interactions. Fourth, as a result of comparing gender group differences and grade group differences, girls were significantly larger than boys only in the ‘teacher support characteristics → teacher interaction’ route. Based on the results of this study, the direction of the elementary career education was suggested based on the effects of the support attitude and interaction of teachers and parents on the career planning, and the following research was suggested

참고자료

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