특성화고 학생들의 진로성숙도, 학생인권, 학교문화, 학교행복감 간의 구조적 관계 분석

• 영문명: Analysis of the structural relationship between career maturity, student human rights, school culture, and school happiness of specialized high school students
• 발행기관: 학습자중심교과교육학회
• 저자명: 김창길 최동규
• 간행물 정보: 『학습자중심교과교육연구』제23권 6호, 299~315쪽, 전체 17쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2023.03.31

국문 초록

목적 본 연구는 특성화고등학교 학생들의 진로성숙도와 학생인권, 학교문화, 학교행복감 간의 구조적 관계를 분석하고 정책의 개선방안을 모색하고자 하였다. 방법 이를 위해 부산교육종단연구(BELS) 데이터(4차년도, 2019)를 분석에 활용하였으며, 구조방정식 모형에서 독립변인으로서 진로성숙도, 종속변인으로 학생인권, 학교문화, 학교행복감을 선정하였다. 결과 주요 연구결과는 다음과 같다. 첫째, 본 연구에서 살펴본 변인 간의 상관은 학생인권을 제외한 진로성숙도, 학교문화, 학교행복감 간은 모두 유의미했으나, 계수값이 .1~.5정도로 많이 높지는 않았다. 진로성숙도와 학교문화, 학교행복감은 .303, .391이고, 학생인권과 학교문화, 학교행복감은 .214, .105이며, 학교문화와 학교행복감이 .540으로 가장 높았다. 상관분석의 결과는 구조방정식의 결과와 매우 유사하였다. 둘째, 본 연구를 위해 설정된 <연구모형(최종)>의 인과효과분석에서는 학교문화에 대한 진로성숙도와 학생인권의 계수값은 .317과 .237로 진로성숙도가 좀 더 높았으며, 학교행복감에 대한 진로성숙도와 학교문화의 계수값은 .395와 .536으로 학교문화가 더 높게 나타났다. 진로성숙도가 학교문화와 학교행복감에 .008과 .170의 간접효과가 있는 것으로 나타났으나 진로성숙도가 학생인권에, 학생인권이 학교행복감에는 유의미한 결과는 나타내지 않았다. 결론 따라서 진로성숙도를 높이는 것이 학교문화, 학교행복감을 높이는 것이라 할 수 있다.

영문 초록

Objectives This study aimed to analyze the structural relationship between career maturity, student human rights, school culture, and school happiness of students in specialized high schools and to seek policy improvement plans. Methods For this purpose, the Busan Education Longitudinal Study (BELS) data (4th year, 2019) was used for analysis, and career maturity was selected as an independent variable in the structural equation model, and student human rights, school culture, and school happiness were selected as dependent variables. Results The main research findings are as follows. First, the correlations between the variables examined in this study were significant for career maturity, school culture, and school happiness except for student human rights, but the coefficients were not very high, around .1 to .5. Career maturity, school culture, and school happiness were .303, .391, student human rights, school culture, and school happiness were .214, .105, and school culture and school happiness were the highest at .540. The results of the correlation analysis were very similar to those of the structural equation. Second, in the causal effect analysis of the established for this study, the coefficients of career maturity and student human rights for school culture were .317 and .237, indicating that career maturity was slightly higher, and that school happiness was higher. Coefficients of career maturity and school culture were .395 and .536, indicating that school culture was higher. Career maturity was found to have an indirect effect of .008 and .170 on school culture and school happiness, but career maturity did not show significant results on student human rights and student human rights on school happiness. Conclusions Therefore, increasing career maturity can be said to increase school culture and school happiness.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구방법

Ⅳ. 연구결과

Ⅴ. 결론 및 제언

참고문헌

키워드

학교행복감 학생인권 학교문화 학교행복감 구조방정식모형 부산교육종단연구(BELS) School happiness student human rights school culture school happiness structural equation model Busan Longitudinal Study of Education (BELS)