청소년기 자발적 학업중단자의 학업중단과 대학진학 경험에 대한 내러티브 탐구
저자
발행사항
경산 : 영남대학교, 2017
학위논문사항
학위논문(석사) -- 영남대학교 대학원 , 교육학과 교육학전공 , 2017
발행연도
2017
작성언어
한국어
KDC
370 판사항(6)
DDC
370 판사항(23)
발행국(도시)
경상북도
형태사항
iv, 120 p. ; 26 cm
일반주기명
지도교수: 이윤주
권말부록: 연구 참여 동의서
참고문헌: p. 107-115
소장기관
This study is intended to look into what they have experienced and what those experiences mean by selecting 3 participants who went to university to enjoy university life after voluntarily leaving school due to various factors during adolescence and getting their academic ability verified through the school qualification exam and by adopting the method of narrative study to more deeply understand their life experiences after they became a university student from the time when they stopped their studies during adolescence. This study finds that the experience that learning suspenders voluntarily quitting school during their adolescence and going to university has some meanings, which is as follows.
Firstly, it found that voluntarily leaving school with clear goal and conviction was very hard and uneasy for them to be faced with reality in the peer relationship. Since interaction with peers during adolescence was a part where they shared interests and opportunities with peers, if there was deficiency, it has had negative effects on psychological and social health. As a result, even if they became an adolescent outside school in a voluntary way, they have experienced feelings such as loneliness, anxiety, depression, etc because they felt lacking in support from peers.
Secondly, what the learning suspenders could achieve the goal of going to university putting up with their life to the end, who had difficulty in the peer relationship, is because that their parents' positive and psychological support has worked with their strong will and belief. Considering that parents' support during adolescence gave adolescents a sense of mental stability, which enabled them to have confidence in what they decided, it meant that parents' positive and psychological support in a life where they leave school helped them go faster in the way they wanted.
Thirdly, learning suspenders felt lonely and frustrated after going through 'loss' in relationship as they got to feel deficiency in the peer relationship, which also served as a momentum to realize how precious the relationship was. The common phenomenon which was most remarkably showed among participants in study was severance in relationship with peers resulting from differences in lifestyle. As a result of it, they got to feel feelings such as loneliness, sadness, frustration, vanity, futility, etc after undergoing what it was to be alone, but this experience made them realize the preciousness of the relationship and enabled them to be focused on making relationship more actively than before within the framework of the relationship newly established after the entrance of university.
Fourthly, learning suspenders’ learning experience, which was limited and difficult in their adolescent period that they had the goal of college, became a chance to get their own method of learning strengthening self-directed learning skills. They could learn their own learning method as a result that they should make a constant effort because they wanted to reach to their goal as soon as possible when quitting school, although they had an economic burden as expenses for studying at private academies and by internet lectures, and they were painful because their learning didn’t go athwart their purpose due to loneliness to study alone with a college prep student out of school during the preparation period for a university entrance exam after quitting school. But, they need someone who could help in the area of studying because they have to overcome very tough process until they attained the self-directed learning skills.
Fifthly, the self-directed learning strengthened after quitting school made them possible to lead their own life after entering university. This procedure, which they plan and practice their lives with their own decision by their endless efforts, can be defined as the establishment of identity for the development tasks of adolescence, and further has a positive meaning in addition to the negative parts to their lives after quitting school which they have experienced being alone with the systematic look unwavering even for the future plan.
Sixthly, they didn't regret the whole experience as learning suspenders because it was positive even though they experienced the negative view of society. They would rather like to help the juniors who are considering quitting school or after quitting school based on their own experience. They have suffered from negative feelings such as pain and sorrow, anguish, distress, etc. through the negative view of society, being far from peer relationship, etc. while they were being as learning suspenders after quitting school from the time of decision being concerned about quitting school, but they became acceptable and understand themselves deeper and felt their own growth through the process of enduring and overcoming.
This result has the significance that it provides a meaningful issue about what they actually need to be helped, and that makes us understood their lives through the voices of adolescents quitting school voluntarily under the present conditions that young people to quit school voluntarily are increasing.
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