시간관과 진로준비행동의 관계에서 생애목표, 목표불안정성의 매개효과 및 시간관 프로파일별 특성 = The Mediating Effect of Lifetime Goals and Goal Instability in the Relationship between the Time Perspectives and Career Preparatory Activities and The Attributes of Time Perspective Profiles
저자
발행사항
대구 : 경북대학교 교육대학원, 2015
학위논문사항
학위논문 (석사)-- 경북대학교 교육대학원 : 교육대학원 교육심리 및 교육평가전공 2015. 8
발행연도
2015
작성언어
한국어
주제어
DDC
370.15 판사항(23)
발행국(도시)
대구
형태사항
iv, 61 p. : 삽화 ; 26 cm
일반주기명
지도교수: 이은주
참고문헌 수록
소장기관
(Abstract)
This research was conducted in order to examine the differences in lifetime goals, goal instability, and career preparatory activities among the profile of the time perspective, and to examine whether lifetime goals and goal instability play mediating roles in the relationship between time perspective and career preparatory activities. The subjects were 543 second-grade male students of a Meister High School in the city of D and a General High School in the city of G.
In order to measure time perspective, this research used the Korean ZPTI criterion for time viewpoint which Yun and Kim validated (2012) while using the criterion for time viewpoint developed by Zimbardo and Boyd(1999). In order to measure lifetime goals, this research used the criterion for lifetime goals developed by Shin and others (2011), and in order to examine goal instability, this research used the criterion which was developed by Robbins, Payne, and Chartrand(1990) and adapted by Lee (2008). In case of career preparatory activities, this research used the test method developed by Park (2003) for high school students.
Pearson’s product moment correlation coefficient and the mediator effects were analyzed by using SPSS 21.0, This research used the method proposed by Baron and Kenny(1986) to examine the mediating effect. The K-means cluster analysis and one way analysis of variance(ANOVA) were conducted to identify different sub-groups of time perspectives and to examine profile-differences in lifetime goals, goal instability, and career preparatory activities.
The conclusion from the problems of this research were as follows.
First, while career preparatory activities and lifetime goals showed a statistically meaningful positive relationships with past affirmation, present pleasure, and future-oriented time viewpoint, they showed a meaningful negative correlation toward present destiny time viewpoint. In case of goal instability, they showed a statistically meaningful negative correlations with past affirmation and future aim, but they showed a meaningful positive relationships with past negation and present destiny.
Second, in the relationship between time perspectives and career preparatory activities, the consequence from exploring the mediator effect of lifetime goals and goal instability found that past affirmation time viewpoint had a meaningful positive influence on career preparatory activities by completely mediating life-oriented goals and goal instability. On the other hand, in case of present destiny time viewpoint, it was found that they had a meaningful negative influence on career preparatory activities by completely mediating goal instability. It was found that present pleasure time viewpoint had a meaningful positive influence on career preparatory activities by completely mediating life-oriented goals, and future-oriented time perspectives had a meaningful positive influence on career preparatory activities by partially mediating accomplishment-oriented goals, life-oriented goals, and goal instability.
Third, the consequence of seeking to figure out what type would be drawn as for the time perspective profile of high school students showed that the profile of time perspective was classified into three groups. The first group was named as ‘low past affirmation and low present pleasure’ because its past affirmation and present pleasure were extremely low. The second group was named as ‘high future aim and high past affirmation’ because its future aim and past affirmation were extremely high. The third group was named as ‘high present destiny and high past negation’ because its present destiny and past negation were extremely high.
Fourth, in order to grasp the characteristics of learners according to their types of time perspective profile, the differences among lifetime goals, goal instability, and career preparatory activities were analyzed. In case of lifetime goals and career preparatory activities, the order was as follows: high future aim and high past affirmation>high present destiny and high past negation>low past affirmation and low present pleasure. On the other hand, high future aim and high past affirmation, and high present destiny and high past negation didn’t show a meaningful difference. In case of goal instability, the order was as follows: high present destiny and high past negation>low past affirmation and low present pleasure>high future aim and high past affirmation, which showed a statistically meaningful difference.
Based on the findings, the implication of this research is that if we lead high school students to have a positive and future-oriented time viewpoint toward the past, it can have a positive effect that they will set a clear goal and do more preparatory activities for their careers. In addition, the importance of career is further stressed nowadays in carrying out school curriculums. In particular, for high school students who have to choose either to get a job or to go to college, education on career should be more significantly dealt with. We could be convinced from this research that the relevance between time perspective and career preparatory activities is high. It means that circumstances and education programs are needed which help students recognize positive time viewpoint in that the view of time which they will understand can influence education activities for career and it is necessary if they want to lead a positive life they can lead for themselves.
Keywords: time perspective, lifetime goals, goal instability, career preparatory activities
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