지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학위논문
- 저자정보
- 지도교수
- 강인원
- 발행연도
- 2019
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이 논문의 연구 히스토리 (3)
2019
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- 연관 학술논문 또는 학술발표를 통해 보다 발전된 연구결과를 확인하실 수 있습니다.
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초록· 키워드
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This research focuses on verifying relationships among dyfunctional career thoughts,
career decision-making self-efficacy, career satisfaction, and occupational engagement
affected by K-epcd(Korean Emotional and Personality Career Difficulties Scale) of the
students who are going to vocational high school in Seoul. The proposed model of
K-epcd is comprised of three major clusters: pessimistic views about career, anxiety to
make career decisions, and hard to have self-concept and identity. K-epcd has effects
on dyfunctional career thoughts and career decision-making self-efficacy, and those two
meditating variables still have impact on career satisfaction and occupational
engagement in vocational high school students.
Key words: vocational high school, Seoul, K-epcd, dyfunctional career thoughts,
career decision-making self-efficacy, occupational engagement
career decision-making self-efficacy, career satisfaction, and occupational engagement
affected by K-epcd(Korean Emotional and Personality Career Difficulties Scale) of the
students who are going to vocational high school in Seoul. The proposed model of
K-epcd is comprised of three major clusters: pessimistic views about career, anxiety to
make career decisions, and hard to have self-concept and identity. K-epcd has effects
on dyfunctional career thoughts and career decision-making self-efficacy, and those two
meditating variables still have impact on career satisfaction and occupational
engagement in vocational high school students.
Key words: vocational high school, Seoul, K-epcd, dyfunctional career thoughts,
career decision-making self-efficacy, occupational engagement
목차
제 1장 서론 ·························································································································· 1제 1절 연구의 배경 및 필요성 ·················································································· 1제 2절 연구의 목적 및 방법 ························································································ 41. 연구의 목적 ······································································································· 42. 연구의 방법 및 내용 ······················································································· 4제 2장 특성화고등학교의 이해 ························································································ 6제 1절 특성화고등학교 개요 및 현황 ······································································ 61. 특성화고등학교의 개요 ····················································································· 62. 특성화고등학교의 현황 ····················································································· 7제 2절 특성화고등학교의 교육과정 ······································································ 15제 3장 이론적 배경 ·········································································································· 21제 1절 진로 결정의 어려움 관련 정서 및 성격 척도(K-epcd) ····················· 21제 2절 진로결정 방해사고 ························································································ 22제 3절 진로결정 자기효능감 ······················································································ 24제 4절 진로 관여행동 ································································································ 25제 4장 연구 설계 ·············································································································· 28제 1절 연구 모형 및 연구 가설 ·············································································· 281. 연구 모형 ··········································································································· 282. 연구 가설 ··········································································································· 29제 2절 조사 설계 및 측정 도구 ·············································································· 351. 주요 변수의 조작적 정의 및 측정 도구 ····················································· 352. 표본의 선정 및 자료 수집 ············································································· 423. 분석 방법 ··········································································································· 424. 설문지 구성 ······································································································· 43제 5장 실증 분석과 가설 검정 ······················································································ 44제 1절 표본의 특성 및 구성 개념간의 상관관계 ················································ 441. 표본의 일반적인 특성 ····················································································· 442. 구성개념간의 상관관계 ··················································································· 45제 2절 탐색적 요인분석 및 신뢰도 분석 ································································ 481. 탐색적 요인분석 ······························································································· 482. 신뢰성 분석 ······································································································· 50제 3절 연구가설 검증 ································································································ 511. 연구 모형의 적합성 ························································································· 512. 가설 검증 ··········································································································· 53제 6장 결론 ························································································································ 56참고문헌 ······························································································································ 59부록 ······································································································································ 63ABSTRACT ························································································································ 71
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