멘토링 기능이 자기효능감과 학업성취도에 미치는 영향 -학교형태별 미용학과 학생들을 중심으로- 학생들의 교육의 질을 높이기 위하여 자체적으로 멘토링 기능을 사용하고 있지만 그에 비해 미용 교육 분야에서 멘토링에 관한 연구는 미흡한 실정으로 미용학과 학교형태별로 미용전공 학생들의 멘토링 기능이 자기효능감과 학업성취도에 미치는 영향을 알아보고, 효과적인 멘토링을 위한 기초자료를 제공하여 미용 인재양성에 도움을 주는데 목적이 있다. 본 연구의 조사대상은 서울·경기 지역에 위치한 평생교육원, 2년제, 4년제 대학교의 미용학과 학생들을 예비조사 후 수정 보완하여 총 567부를 최종 분석에 사용하였고, ...
멘토링 기능이 자기효능감과 학업성취도에 미치는 영향 -학교형태별 미용학과 학생들을 중심으로- 학생들의 교육의 질을 높이기 위하여 자체적으로 멘토링 기능을 사용하고 있지만 그에 비해 미용 교육 분야에서 멘토링에 관한 연구는 미흡한 실정으로 미용학과 학교형태별로 미용전공 학생들의 멘토링 기능이 자기효능감과 학업성취도에 미치는 영향을 알아보고, 효과적인 멘토링을 위한 기초자료를 제공하여 미용 인재양성에 도움을 주는데 목적이 있다. 본 연구의 조사대상은 서울·경기 지역에 위치한 평생교육원, 2년제, 4년제 대학교의 미용학과 학생들을 예비조사 후 수정 보완하여 총 567부를 최종 분석에 사용하였고, 빈도분석, 요인분석, 신뢰도분석, 다중회귀분석 등을 이용하였으며, 결과는 다음과 같다. 첫째, 조사대상은 서울에 거주하는 만 19세 이하의 여학생이 대부분이었다. 학교형태별로 평생교육원, 2년제, 4년제 대학교의 비율은 비슷하게 나타났으며, 학년은 1학년이 가장 높게 나타났고 전공은 헤어가 가장 높게 나타났다. 둘째, 전공에 대한 인식 실태를 살펴본 결과, 전공 선택 동기로는 적성을 고려해서, 전망이 좋다고 생각되는 분야는 헤어를 선택했다. 수업 내용 중 부족한 부분은 학원이나 개인교육을 통해서 해결하고, 대학의 미용관련 학과에 대한 의견으로는 장래의 직업을 준비하기 위해 미용기술을 연마하는 곳이라고 생각하였으며, 미용학을 전공하는 목적은 미용관련 예술분야에 진출하기 위해서, 졸업 후 진로는 헤어디자이너가 높게 나타났다. 셋째, 미용학과 학생들의 멘토링 기능의 차원은 사회 심리적 기능, 경력 개발 기능의 2가지 요인으로 분류되었다. 자기효능감의 차원으로 고난도 과제 선호, 자신감, 자기효능감의 3가지 요인으로 분류되었다. 학업성취도의 차원은 수업만족, 학습만족의 2가지 요인으로 분류되었다. 넷째, 평생교육원 미용학과의 멘토링 기능이 높아질수록 학생들의 자기효능감은 자기조절감, 고난도 과제 선호, 자신감 순으로 높아지고, 학업성취도는 학습만족, 수업만족 순으로 높아지며, 자기효능감이 높아질수록 학습만족, 수업만족 순으로 학업성취도가 높아지는 것으로 나타났다. 다섯째, 2년제 대학 미용학과의 멘토링 기능이 높아질수록 학생들의 자기효능감은 고난도 과제 선호, 자신감, 자기조절감 순으로 높아지고, 학업성취도는 수업만족, 학습만족 순으로 높아지며, 자기효능감이 높아질수록 학습만족, 수업만족 순으로 학업성취도가 높아지는 것으로 나타났다. 여섯째, 4년제 대학교 미용학과의 멘토링 기능이 높아질수록 학생들의 자기효능감은 고난도 과제 선호, 자기조절감 순으로 높아지고, 학업성취도는 수업만족, 학습만족 순으로 높아지며, 자기효능감이 높아질수록 학습만족, 수업만족 순으로 학업성취도가 높아지는 것으로 나타났다. 결과에 따른 결론을 제시하면 평생교육원은 학생들의 자신감을 향상시키는 멘토링, 2년제 대학은 자신감과 문제해결능력을 향상시키는 멘토링, 4년제 대학교는 능동적 문제 대처능력을 향상시키는 멘토링 시스템이 개발되어 적절한 멘토링이 이루어 진다면 학생들의 자기효능감과 학업성취 향상에 도움이 될 것으로 사료된다. 후속 연구에서는 보다 광범위한 조사 지역을 선정하고, 각각의 미용전공별로 멘토링 기능이 자기효능감과 학업성취도에 어떠한 영향을 미치는지 좀 더 구체적인 연구가 이루어지길 기대한다.
멘토링 기능이 자기효능감과 학업성취도에 미치는 영향 -학교형태별 미용학과 학생들을 중심으로- 학생들의 교육의 질을 높이기 위하여 자체적으로 멘토링 기능을 사용하고 있지만 그에 비해 미용 교육 분야에서 멘토링에 관한 연구는 미흡한 실정으로 미용학과 학교형태별로 미용전공 학생들의 멘토링 기능이 자기효능감과 학업성취도에 미치는 영향을 알아보고, 효과적인 멘토링을 위한 기초자료를 제공하여 미용 인재양성에 도움을 주는데 목적이 있다. 본 연구의 조사대상은 서울·경기 지역에 위치한 평생교육원, 2년제, 4년제 대학교의 미용학과 학생들을 예비조사 후 수정 보완하여 총 567부를 최종 분석에 사용하였고, 빈도분석, 요인분석, 신뢰도분석, 다중회귀분석 등을 이용하였으며, 결과는 다음과 같다. 첫째, 조사대상은 서울에 거주하는 만 19세 이하의 여학생이 대부분이었다. 학교형태별로 평생교육원, 2년제, 4년제 대학교의 비율은 비슷하게 나타났으며, 학년은 1학년이 가장 높게 나타났고 전공은 헤어가 가장 높게 나타났다. 둘째, 전공에 대한 인식 실태를 살펴본 결과, 전공 선택 동기로는 적성을 고려해서, 전망이 좋다고 생각되는 분야는 헤어를 선택했다. 수업 내용 중 부족한 부분은 학원이나 개인교육을 통해서 해결하고, 대학의 미용관련 학과에 대한 의견으로는 장래의 직업을 준비하기 위해 미용기술을 연마하는 곳이라고 생각하였으며, 미용학을 전공하는 목적은 미용관련 예술분야에 진출하기 위해서, 졸업 후 진로는 헤어디자이너가 높게 나타났다. 셋째, 미용학과 학생들의 멘토링 기능의 차원은 사회 심리적 기능, 경력 개발 기능의 2가지 요인으로 분류되었다. 자기효능감의 차원으로 고난도 과제 선호, 자신감, 자기효능감의 3가지 요인으로 분류되었다. 학업성취도의 차원은 수업만족, 학습만족의 2가지 요인으로 분류되었다. 넷째, 평생교육원 미용학과의 멘토링 기능이 높아질수록 학생들의 자기효능감은 자기조절감, 고난도 과제 선호, 자신감 순으로 높아지고, 학업성취도는 학습만족, 수업만족 순으로 높아지며, 자기효능감이 높아질수록 학습만족, 수업만족 순으로 학업성취도가 높아지는 것으로 나타났다. 다섯째, 2년제 대학 미용학과의 멘토링 기능이 높아질수록 학생들의 자기효능감은 고난도 과제 선호, 자신감, 자기조절감 순으로 높아지고, 학업성취도는 수업만족, 학습만족 순으로 높아지며, 자기효능감이 높아질수록 학습만족, 수업만족 순으로 학업성취도가 높아지는 것으로 나타났다. 여섯째, 4년제 대학교 미용학과의 멘토링 기능이 높아질수록 학생들의 자기효능감은 고난도 과제 선호, 자기조절감 순으로 높아지고, 학업성취도는 수업만족, 학습만족 순으로 높아지며, 자기효능감이 높아질수록 학습만족, 수업만족 순으로 학업성취도가 높아지는 것으로 나타났다. 결과에 따른 결론을 제시하면 평생교육원은 학생들의 자신감을 향상시키는 멘토링, 2년제 대학은 자신감과 문제해결능력을 향상시키는 멘토링, 4년제 대학교는 능동적 문제 대처능력을 향상시키는 멘토링 시스템이 개발되어 적절한 멘토링이 이루어 진다면 학생들의 자기효능감과 학업성취 향상에 도움이 될 것으로 사료된다. 후속 연구에서는 보다 광범위한 조사 지역을 선정하고, 각각의 미용전공별로 멘토링 기능이 자기효능감과 학업성취도에 어떠한 영향을 미치는지 좀 더 구체적인 연구가 이루어지길 기대한다.
ABSTRACT An Effect of Mentoring Function on Self-Efficacy and Academic Achievement - Focused on Department of Beauty Art Students by Each School Form - Hong Eun-Jung Dept. of Beauty Art, Seokyeong University Graduate School Mentoring function is autonomously used for increasing the quality of the st...
ABSTRACT An Effect of Mentoring Function on Self-Efficacy and Academic Achievement - Focused on Department of Beauty Art Students by Each School Form - Hong Eun-Jung Dept. of Beauty Art, Seokyeong University Graduate School Mentoring function is autonomously used for increasing the quality of the students but a study on mentoring in the beauty art education sector is relatively unsatisfactory in reality. The objective of this study is to explore an effect of mentoring function of the students majoring in beauty art on self-efficacy and academic achievement by each school form of beauty art department and to contribute to fostering human resources relevant to beauty art by providing a basic data for an effective mentoring. This study was performed based on questionnaire data of total 567 copies by targeting the students of beauty art department of continuing education school, college of 2-year education system, university of 4-year education system located at Seoul, Gyeonggi area as survey candidates. In this survey, analyses of frequency, factor, reliability and multiple regression were used and its result is as follows. First, most of the survey candidates were female students aged below full 19 years old residing in Seoul. By each school form, ratio of continuing education school, college of 2-year education system and university of 4-year education system was similarly represented and in terms of grade, ratio of 1st grader was represented to be highest and in terms of major, that of hair was represented to be the highest. Second, as a result of observing perception for the major, it was revealed that the students were motivated to select major considering their aptitude and hair as they considered future vision of hair to be promising. Subject students replied that they would solve the problem of any insufficient contents in class at private academy or through personal tutoring and they thought beauty art department of college/university is a place where technique of beauty art is practiced in preparation for future occupation and as an objective of majoring in beauty art, an objective of advancing into beauty art-related arts sector was represented to be the highest and as a life course after graduation, hair designer was represented to be the highest. Third, dimension of mentoring function of the beauty art department students was classified into two factors including psychosocial function and career development function. As dimension of self-efficacy, it was classified into 3 factors including preference to task of high level, self-confidence and self-efficacy. As dimension of academic achievement, it was classified into 2 factors including class satisfaction and learning satisfaction. Fourth, it was revealed that the more mentoring function of beauty art department in continuing education school was increased, the more was self-efficacy increased in the order of self-regulation, preference to task of high level and self-confidence and as self-efficacy was increased, academic achievement was increased in the order of learning satisfaction and class satisfaction. Fifth, it was also revealed that as mentoring function of beauty art department in college of 2-year education system was increased, self-efficacy of the students was increased in the order of preference to task of high level, self-confidence and self-regulation, academic achievement in the order of class satisfaction and learning satisfaction and as self-efficacy was increased, academic achievement was increased in the order of learning satisfaction and class satisfaction. Sixth, it was revealed that as mentoring function of beauty art department in university of 4-year education system was increased, self-efficacy was increased in the order of preference to task of high level and self-regulation, academic achievement in the order of class satisfaction and learning satisfaction and as self-efficacy was increased, academic achievement was increased in the order of learning satisfaction and class satisfaction. As a conclusion based on the above result, it is considered that if an appropriate mentoring should be performed by developing a mentoring system of enhancing self-confidence of the students in continuing education school, self-confidence and problem-solving ability in college of 2-year education system and positive problem handling ability in university of 4-year education system, such mentoring would be contribute to enhancement of self-efficacy and academic achievement of the students. It is expected that in the subsequent study, more broad survey area would be selected and more concrete study on what kind of effect mentoring function by individual beauty art major would exert on self-efficacy and academic achievement would be performed.
ABSTRACT An Effect of Mentoring Function on Self-Efficacy and Academic Achievement - Focused on Department of Beauty Art Students by Each School Form - Hong Eun-Jung Dept. of Beauty Art, Seokyeong University Graduate School Mentoring function is autonomously used for increasing the quality of the students but a study on mentoring in the beauty art education sector is relatively unsatisfactory in reality. The objective of this study is to explore an effect of mentoring function of the students majoring in beauty art on self-efficacy and academic achievement by each school form of beauty art department and to contribute to fostering human resources relevant to beauty art by providing a basic data for an effective mentoring. This study was performed based on questionnaire data of total 567 copies by targeting the students of beauty art department of continuing education school, college of 2-year education system, university of 4-year education system located at Seoul, Gyeonggi area as survey candidates. In this survey, analyses of frequency, factor, reliability and multiple regression were used and its result is as follows. First, most of the survey candidates were female students aged below full 19 years old residing in Seoul. By each school form, ratio of continuing education school, college of 2-year education system and university of 4-year education system was similarly represented and in terms of grade, ratio of 1st grader was represented to be highest and in terms of major, that of hair was represented to be the highest. Second, as a result of observing perception for the major, it was revealed that the students were motivated to select major considering their aptitude and hair as they considered future vision of hair to be promising. Subject students replied that they would solve the problem of any insufficient contents in class at private academy or through personal tutoring and they thought beauty art department of college/university is a place where technique of beauty art is practiced in preparation for future occupation and as an objective of majoring in beauty art, an objective of advancing into beauty art-related arts sector was represented to be the highest and as a life course after graduation, hair designer was represented to be the highest. Third, dimension of mentoring function of the beauty art department students was classified into two factors including psychosocial function and career development function. As dimension of self-efficacy, it was classified into 3 factors including preference to task of high level, self-confidence and self-efficacy. As dimension of academic achievement, it was classified into 2 factors including class satisfaction and learning satisfaction. Fourth, it was revealed that the more mentoring function of beauty art department in continuing education school was increased, the more was self-efficacy increased in the order of self-regulation, preference to task of high level and self-confidence and as self-efficacy was increased, academic achievement was increased in the order of learning satisfaction and class satisfaction. Fifth, it was also revealed that as mentoring function of beauty art department in college of 2-year education system was increased, self-efficacy of the students was increased in the order of preference to task of high level, self-confidence and self-regulation, academic achievement in the order of class satisfaction and learning satisfaction and as self-efficacy was increased, academic achievement was increased in the order of learning satisfaction and class satisfaction. Sixth, it was revealed that as mentoring function of beauty art department in university of 4-year education system was increased, self-efficacy was increased in the order of preference to task of high level and self-regulation, academic achievement in the order of class satisfaction and learning satisfaction and as self-efficacy was increased, academic achievement was increased in the order of learning satisfaction and class satisfaction. As a conclusion based on the above result, it is considered that if an appropriate mentoring should be performed by developing a mentoring system of enhancing self-confidence of the students in continuing education school, self-confidence and problem-solving ability in college of 2-year education system and positive problem handling ability in university of 4-year education system, such mentoring would be contribute to enhancement of self-efficacy and academic achievement of the students. It is expected that in the subsequent study, more broad survey area would be selected and more concrete study on what kind of effect mentoring function by individual beauty art major would exert on self-efficacy and academic achievement would be performed.
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