청소년 자기효능감, 사회적지지, 박물관 직업체험활동 만족도가 진로성숙도에 미치는 영향 = Effects of Self-Efficacy, Social Support, and Museum Work Experience Satisfaction on Career Path Maturity among Teenagers
저자
발행기관
학술지명
권호사항
발행연도
2017
작성언어
-자료형태
학술저널
수록면
119-135(17쪽)
제공처
소장기관
One of the most important challenges that a person faces as he or she grows into adulthood is finding a goal in life and developing the skills required to realize that goal. That is, the challenge lies in discovering one's aptitudes and interests, then deciding on one's career path. A person's career path can be affected by many factors. Thus, how one decides on one's career path is a very important matter.
In Korea, much criticism has been leveled at its educational system because of its almost exclusive focus on entrance examinations and the fact that it compels students to make decisions about their career path based on examination scores. It has been suggested that the country needs to set up a career path educational program that can teach students about the fast changing world of professions and prepare them to make career decisions based on their talents and aptitudes. In recent years, emphasis has been placed on career path education and, consequently, work experience programs are gaining popularity as one approach to achieving such educational objectives. However, for realistic reasons, there are practical limits to operating such work experience programs as part of a school curriculum. Instead, to run such programs efficiently, regional organizations are jumping on the bandwagon to develop and run work experience programs of various kinds.
Against this backdrop of growing priority being accorded to teenager education, we undertook this research, in which we conducted a multiple regression analysis and then carried out an empirical analysis of the effects of self-efficacy, social support, and museum work experience satisfaction on career path maturity, one of the most important variables in a person’s teenage years.
For this study, we collected survey responses from 466 middle school students who had participated in teenager museum work experience programs in Seoul, Daegu, and Jinju. Of these, 425 valid responses were selected for use in the analysis. The analysis first showed that 64.7% of the respondents were male, if the responses were sorted according to demographics. Also, 28.2% of the respondents stated they had never taken part in a similar work experience program in the past. If family monthly income levels were classified into upper, upper median, median, lower median and lower groups, the median group had the highest proportion of respondents in this survey. Office worker and housewife” were the most common answers to the questions about the occupations of the respondents’ father and mother. Second, the results of the multiple regression analysis indicated that career path maturity increased in line with increases in self-efficacy and social support, but that museum work experience satisfaction had no bearing on career path maturity. These results are attributable to the lack of advanced studies on the relationship between career path maturity and work experience programs, the inadequate work experience of the 1st grade middle school students who participated in the survey and the immature survey responses given by the students.
The results of this study showed that museum work experience satisfaction is not related to career path maturity in any statistically significant way. This is not an appraisement of the degree of satisfaction itself, but rather a result of analyzing the relationship between two variables. On the basis of this finding, follow-up studies must come up with a basic material that can be used in career path education for teenagers. In follow-up studies, teenagers must be made aware of the importance of work experience activities so that career path education can be promoted in the process. The studies must also contribute toward raising the quality of education and the implications thereof must be derived. Furthermore, a work experience program must not end as a one-off event, but should be preceded by preliminary education and succeeded by follow-up education. This is to make sure that the short-term and long-term benefits of career path education can be realized. However, as the conditions for implementing preliminary and follow-up education cannot be met with the current personnel, what is required is not a onetime, temporary work experience program but a program with clear educational benefits that can be operated continuously. The school educational course must also be set up in a systematic way, and cooperation will be required with organizations that can carry out the education.
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