간호대학생의 진로결정 자기효능감과 대학생활적응이 진로준비행동에 미치는 영향 The effect of career decision-making self-efficacy and college life adjustment on career preparation behavior of nursing students원문보기
본 연구는 간호대학생의 진로결정 자기효능감과 대학생활적응이 진로준비행동에 미치는 영향을 파악하기 위해 시도되었다. 연구대상자는 J도 소재 2개 간호대학에 재학 중인 간호대학생 3학년, 4학년 217명이었다. 연구 도구는 진로결정 자기효능감, 대학생활적응, 진로준비행동 측정 도구를 사용하였으며, 자기기입식 설문조사를 시행하여 자료를 수집하였다. 수집된 자료는 SPSS/WIN 25.0 프로그램으로 빈도와 백분율, 평균과 ...
본 연구는 간호대학생의 진로결정 자기효능감과 대학생활적응이 진로준비행동에 미치는 영향을 파악하기 위해 시도되었다. 연구대상자는 J도 소재 2개 간호대학에 재학 중인 간호대학생 3학년, 4학년 217명이었다. 연구 도구는 진로결정 자기효능감, 대학생활적응, 진로준비행동 측정 도구를 사용하였으며, 자기기입식 설문조사를 시행하여 자료를 수집하였다. 수집된 자료는 SPSS/WIN 25.0 프로그램으로 빈도와 백분율, 평균과 표준편차, 독립 t-test, 일원배치 분산분석(one-way ANOVA, 위계적 회귀분석(hierarchical regression analysis)을 이용하여 분석하였다. 본 연구결과는 다음과 같다. 첫째, 연구대상자의 진로결정 자기효능감 점수는 5점 만점 중 평균 3.62점(±.56)이었으며, 하위요인 중 목표설정(3.95±.70)이 가장 높았고, 진로계획(3.71±.67), 직업정보(3.70±.68), 자기평가(3.49±.79)의 순이었으며, 문제해결(3.25±.76)이 가장 낮았다. 대학생활적응 점수는 평균 3.51점(±.53)이었으며, 하위요인에서 학업충실도(3.71±.82)와 대처역량(3.71±.61)이 가장 높았고 대인관계(3.61±.79), 취업준비(3.52±.84), 전공만족(3.47±.59)의 순이었으며, 전공수월성(3.07±.73)이 낮게 나타났다. 진로준비행동 점수는 평균 2.57점(±.74점)이었으며, 하위요인은 정보수집활동(2.97±.89)이 가장 높았고 도구구비활동(2.43±.93)의 순이었으며 목표달성활동(2.36±.80)이 가장 낮았다. 둘째, 연구대상자의 진로결정 자기효능감 점수는 학년(t=4.14, p<.001), 휴학 여부(t=2.24, p<.033), 졸업 후 진로계획 관련 지원받고 싶은 내용(F=3.65, p<.028)에 따라 유의한 차이를 보였다. 진로결정 자기효능감은 3학년(3.79±0.48)이 4학년(3.49±0.59)보다, 휴학한 경험이 없는 경우(3.66±.055)가 있는 경우(3.36±0.64)보다 점수가 높았다. 또한, 졸업 후 진로계획 관련 지원받고 싶은 내용에서 멘토와의 멘토링(3.72±.0.61)으로 응답한 경우가 진로상담과 자기이해검사(3.45±.0.56)로 응답한 경우보다 진로결정 자기효능감 점수가 높았다. 연구대상자의 대학생활적응 점수는 학년(t=5.00, p<.001), 성격(t=3.06, p=.049) 휴학 여부(t=2.93, p=.004)에 따라 유의한 차이를 보였다. 대학생활적응은 3학년(3.70±0.44)이 4학년(3.36±0.55)보다, 휴학한 경험이 없는 경우(3.55±0.51)가 있는 경우(3.23±0.11)보다 점수가 높았다. 사후검정 결과 성격에 대한 집단 간 차이는 없었다. 연구대상자의 진로준비행동 점수는 학년(t=-5.82, p<.001), 졸업 후 지원받고 싶은 내용(t=7.30, p=.001)에 따라 유의한 차이를 보였다. 진로준비행동은 4학년(2.84±0.69)이 3학년(2.27±0.68)보다 높았다. 졸업 후 진로계획 관련 지원받고 싶은 내용에서는 진로상담과 자기이해검사(2.67±0.72)와 취업지원과 취업향상을 위한 교육(2.70±0.71)으로 응답한 경우가 멘토와의 멘토링(2.28±0.72)으로 응답한 경우보다 진로준비행동 점수가 유의하게 높았다. 셋째, 연구대상자의 진로결정 자기효능감과 대학생활적응은 강한 양의 상관관계(r=.71, p=<.001)가 있었다. 진로준비행동과 진로결정 자기효능감, 대학생활적응은 각각 유의한 관계가 없었지만, 진로준비행동 하위요인 중 목표달성활동과 진로결정 자기효능감 하위요인 중 직업정보(r=.14, p=.040), 대학생활적응 하위요인 중 대인관계(r=.15, p=.024)는 각각 약한 양의 상관관계가 있었다. 넷째, 단변량 분석에서 진로준비행동과 유의한 차이가 있었던 학년과 졸업 후 진로계획 관련 지원받고 싶은 내용을 통제한 후 진로결정 자기효능감과 대학생활적응이 진로준비행동에 미치는 영향을 파악하기 위해 위계적 회귀분석을 실시한 결과, 통제변수만 투입된 1단계 위계적 회귀분석에서는 3학년보다 4학년이 진로준비행동에 유의한 영향을 미치는 것으로 나타났으며, 졸업 후 진로계획 관련 지원받고 싶은 내용에서는 멘토와의 멘토링보다 진로상담과 자기이해검사, 취업지원과 취업향상을 위한 교육이 진로준비행동에 유의한 영향을 미치는 것으로 나타났으며, 진로준비행동을 16.0% 설명하였다(F=13.55, p<.001). 독립변수인 진로결정 자기효능감과 대학생활적응을 추가로 투입한 2단계 위계에서는 설명력이 20.8%로 증가하였다(F=11.09, p<.001). 일반적 특성을 통제한 상태에서 간호대학생의 진로준비행동에 영향을 주는 요인은 대학생활적응(β=0.22, p=.017)으로 나타났다. 즉, 대학생활적응이 증가할수록 진로준비행동도 증가하는 것으로 나타났다. 따라서, 간호대학생의 진로준비행동이 증진되도록 지원하기 위해서는 대학생활적응 수준을 높일 수 있는 프로그램의 개발과 적용이 요구된다. 아울러 대학생활적응과 관련성이 높은 진로결정 자기효능감을 강화할 수 있는 프로그램이 함께 개발되어야 할 것이다.
본 연구는 간호대학생의 진로결정 자기효능감과 대학생활적응이 진로준비행동에 미치는 영향을 파악하기 위해 시도되었다. 연구대상자는 J도 소재 2개 간호대학에 재학 중인 간호대학생 3학년, 4학년 217명이었다. 연구 도구는 진로결정 자기효능감, 대학생활적응, 진로준비행동 측정 도구를 사용하였으며, 자기기입식 설문조사를 시행하여 자료를 수집하였다. 수집된 자료는 SPSS/WIN 25.0 프로그램으로 빈도와 백분율, 평균과 표준편차, 독립 t-test, 일원배치 분산분석(one-way ANOVA, 위계적 회귀분석(hierarchical regression analysis)을 이용하여 분석하였다. 본 연구결과는 다음과 같다. 첫째, 연구대상자의 진로결정 자기효능감 점수는 5점 만점 중 평균 3.62점(±.56)이었으며, 하위요인 중 목표설정(3.95±.70)이 가장 높았고, 진로계획(3.71±.67), 직업정보(3.70±.68), 자기평가(3.49±.79)의 순이었으며, 문제해결(3.25±.76)이 가장 낮았다. 대학생활적응 점수는 평균 3.51점(±.53)이었으며, 하위요인에서 학업충실도(3.71±.82)와 대처역량(3.71±.61)이 가장 높았고 대인관계(3.61±.79), 취업준비(3.52±.84), 전공만족(3.47±.59)의 순이었으며, 전공수월성(3.07±.73)이 낮게 나타났다. 진로준비행동 점수는 평균 2.57점(±.74점)이었으며, 하위요인은 정보수집활동(2.97±.89)이 가장 높았고 도구구비활동(2.43±.93)의 순이었으며 목표달성활동(2.36±.80)이 가장 낮았다. 둘째, 연구대상자의 진로결정 자기효능감 점수는 학년(t=4.14, p<.001), 휴학 여부(t=2.24, p<.033), 졸업 후 진로계획 관련 지원받고 싶은 내용(F=3.65, p<.028)에 따라 유의한 차이를 보였다. 진로결정 자기효능감은 3학년(3.79±0.48)이 4학년(3.49±0.59)보다, 휴학한 경험이 없는 경우(3.66±.055)가 있는 경우(3.36±0.64)보다 점수가 높았다. 또한, 졸업 후 진로계획 관련 지원받고 싶은 내용에서 멘토와의 멘토링(3.72±.0.61)으로 응답한 경우가 진로상담과 자기이해검사(3.45±.0.56)로 응답한 경우보다 진로결정 자기효능감 점수가 높았다. 연구대상자의 대학생활적응 점수는 학년(t=5.00, p<.001), 성격(t=3.06, p=.049) 휴학 여부(t=2.93, p=.004)에 따라 유의한 차이를 보였다. 대학생활적응은 3학년(3.70±0.44)이 4학년(3.36±0.55)보다, 휴학한 경험이 없는 경우(3.55±0.51)가 있는 경우(3.23±0.11)보다 점수가 높았다. 사후검정 결과 성격에 대한 집단 간 차이는 없었다. 연구대상자의 진로준비행동 점수는 학년(t=-5.82, p<.001), 졸업 후 지원받고 싶은 내용(t=7.30, p=.001)에 따라 유의한 차이를 보였다. 진로준비행동은 4학년(2.84±0.69)이 3학년(2.27±0.68)보다 높았다. 졸업 후 진로계획 관련 지원받고 싶은 내용에서는 진로상담과 자기이해검사(2.67±0.72)와 취업지원과 취업향상을 위한 교육(2.70±0.71)으로 응답한 경우가 멘토와의 멘토링(2.28±0.72)으로 응답한 경우보다 진로준비행동 점수가 유의하게 높았다. 셋째, 연구대상자의 진로결정 자기효능감과 대학생활적응은 강한 양의 상관관계(r=.71, p=<.001)가 있었다. 진로준비행동과 진로결정 자기효능감, 대학생활적응은 각각 유의한 관계가 없었지만, 진로준비행동 하위요인 중 목표달성활동과 진로결정 자기효능감 하위요인 중 직업정보(r=.14, p=.040), 대학생활적응 하위요인 중 대인관계(r=.15, p=.024)는 각각 약한 양의 상관관계가 있었다. 넷째, 단변량 분석에서 진로준비행동과 유의한 차이가 있었던 학년과 졸업 후 진로계획 관련 지원받고 싶은 내용을 통제한 후 진로결정 자기효능감과 대학생활적응이 진로준비행동에 미치는 영향을 파악하기 위해 위계적 회귀분석을 실시한 결과, 통제변수만 투입된 1단계 위계적 회귀분석에서는 3학년보다 4학년이 진로준비행동에 유의한 영향을 미치는 것으로 나타났으며, 졸업 후 진로계획 관련 지원받고 싶은 내용에서는 멘토와의 멘토링보다 진로상담과 자기이해검사, 취업지원과 취업향상을 위한 교육이 진로준비행동에 유의한 영향을 미치는 것으로 나타났으며, 진로준비행동을 16.0% 설명하였다(F=13.55, p<.001). 독립변수인 진로결정 자기효능감과 대학생활적응을 추가로 투입한 2단계 위계에서는 설명력이 20.8%로 증가하였다(F=11.09, p<.001). 일반적 특성을 통제한 상태에서 간호대학생의 진로준비행동에 영향을 주는 요인은 대학생활적응(β=0.22, p=.017)으로 나타났다. 즉, 대학생활적응이 증가할수록 진로준비행동도 증가하는 것으로 나타났다. 따라서, 간호대학생의 진로준비행동이 증진되도록 지원하기 위해서는 대학생활적응 수준을 높일 수 있는 프로그램의 개발과 적용이 요구된다. 아울러 대학생활적응과 관련성이 높은 진로결정 자기효능감을 강화할 수 있는 프로그램이 함께 개발되어야 할 것이다.
The purpose of this study was to aim to understand the effects of career decision-making self-efficacy and college life adjustment on the career preparation behavior of nursing university students. The subjects of this study were selected by 217 students in the third and fourth year of nursing unive...
The purpose of this study was to aim to understand the effects of career decision-making self-efficacy and college life adjustment on the career preparation behavior of nursing university students. The subjects of this study were selected by 217 students in the third and fourth year of nursing university students attending two Nursing Program in J-do. As part of the study, all participants completed the following questionnaires: career decision-making self-efficacy questionnaire, college life adjustmen questionnaire, and career preparation behavior questionnaire. The collected data were analyzed through the SPSS/WIN 25.0 program using the frequency and percentage analysis, independent t-test, one-way ANOVA, and the hierarchical regression analysis. The result of this study is as follows. First of all, the participants in the study scored an average of 3.62±0.56 points out of 5 points, in respect to career decision-making self-efficacy, and its subsets, their goal setting score was highest (3.95±0.70), career planning (3.71±0.67), job Information (3.70±0.68), self-evaluation (3.49±0.79) while they’re problem-solving marked as lowest (3.25±0.76). The average score of college life adjustment was 3.51±0.53 points out of 5 points, under the subset of such, the participants scored at highest in academic fidelity (3.71±0.82) and in alternative capacity (3.71±0.61), as the following order of interpersonal relationship (3.61±0.79), job preparation (3.52±0.84), major satisfaction (3.47±0.59) and lowest in excellence in major (3.07±0.73). The average career preparation behavior score was 2.57±.74 points out of 5 points, the lowest factor was the information gathering activity (2.97±.89), followed by the tooling activity (2.43±.93), and the goal achievement activity (2.36±. 80) was peaked at the lowest. Secondly, among the study subjects, career decision self-efficacy scored as grade (t=4.14, p<.001), leave of absence (t=2.24, p<.033), and there were significant differences according to the contents that they were intended to be supported after graduation (F=3.65, p<.028). Career decision making self-efficacy scored higher in the third-year students (3.79±0.48) than fourth-year students (3.49±0.59) and students who have not taken a leave of absence (3.66±0.55) were also higher than students who have taken a leave of absence (3.36±0.64). Furthermore, mentoring with mentors (3.72±0.61) was higher than receiving career consultation and self-understanding (3.45±0.56) which indicated higher scores in career decision self-efficacy after graduation. The study revealed that college life adjustment marked at significant differences according to the grade level (t=5.00, p<.001) and leave of absence (t=2.93, p=.004). College life adjustment scored higher in the third-year students (3.70±0.44) than fourth-year students (3.36±0.55) and students who have not taken a leave of absence (3.55±0.51) were also higher than students who have taken a leave of absence (3.23±0.11). According to the research with participants, career preparation behavior indicated a significant difference depending on the grade (t=-5.82, p<.001) and the content (t=7.30, p=.001) they wished to get supported after graduation. Career preparation behavior was higher in fourth-year students (2.84 ± 0.69) than in grade third-year students (2.27 ± 0.68). Besides, it scored at remarkably higher in those who responding to have career consultation and self-understanding (2.67±0.72) and education to support employment and improve employment (2.70±0.71) than responding to have mentoring with mentors (2.28±0.72). Thirdly, there was a significant positive correlation (r=.71, p<.001) between career decision-making self-efficacy and college life adjustment. Although Career preparation behavior and career decision-making self-efficacy had no significant correlation, among the sub-factors of career preparation behavior, job achievement and career decision-making self-efficacy (r=.14, p=.040), among the sub-factors of college life adjustment, interpersonal relationships (r=.15, p=.024) had a significant positive correlation. Fourth, according to univariate analysis and results of hierarchical regression analysis, it was conducted to determine the effects of career decision self-efficacy and college life adjustment on career preparation behavior as controlling the grades that had a significant difference from the career preparation behavior and the contents of career planning support after graduation. In the first-level hierarchical regression analysis, only controlled variables, were indicated that the fourth-year students had more significant effects on career preparation behavior than the third-year students. In the contents of receiving support for career planning after graduation, it was founded that career consultation, self-understanding, employment support and employment improvement had significant results on career preparation behavior rather than mentoring with the mentors, as explained career preparation behavior of 16%. In the second-level hierarchies adding additional independent variables, the explanatory power increased to 20.8% (F=11.09, p<.001). The factors have been influenced that the career preparation behavior of nursing university student under the control of general characteristics were discovered to be college life adjustment (β=0.22, p=.017). In other words, improvements in college life adjustment led to increase in career preparation. Therefore, in order to support nursing students improving their career preparation behavior, it is essential to improve and apply programs that can increase the level of college life adjustment. In addition, a program that can enhance career decision-making self-efficacy, which is highly related to college life adjustment, should be developed together.
The purpose of this study was to aim to understand the effects of career decision-making self-efficacy and college life adjustment on the career preparation behavior of nursing university students. The subjects of this study were selected by 217 students in the third and fourth year of nursing university students attending two Nursing Program in J-do. As part of the study, all participants completed the following questionnaires: career decision-making self-efficacy questionnaire, college life adjustmen questionnaire, and career preparation behavior questionnaire. The collected data were analyzed through the SPSS/WIN 25.0 program using the frequency and percentage analysis, independent t-test, one-way ANOVA, and the hierarchical regression analysis. The result of this study is as follows. First of all, the participants in the study scored an average of 3.62±0.56 points out of 5 points, in respect to career decision-making self-efficacy, and its subsets, their goal setting score was highest (3.95±0.70), career planning (3.71±0.67), job Information (3.70±0.68), self-evaluation (3.49±0.79) while they’re problem-solving marked as lowest (3.25±0.76). The average score of college life adjustment was 3.51±0.53 points out of 5 points, under the subset of such, the participants scored at highest in academic fidelity (3.71±0.82) and in alternative capacity (3.71±0.61), as the following order of interpersonal relationship (3.61±0.79), job preparation (3.52±0.84), major satisfaction (3.47±0.59) and lowest in excellence in major (3.07±0.73). The average career preparation behavior score was 2.57±.74 points out of 5 points, the lowest factor was the information gathering activity (2.97±.89), followed by the tooling activity (2.43±.93), and the goal achievement activity (2.36±. 80) was peaked at the lowest. Secondly, among the study subjects, career decision self-efficacy scored as grade (t=4.14, p<.001), leave of absence (t=2.24, p<.033), and there were significant differences according to the contents that they were intended to be supported after graduation (F=3.65, p<.028). Career decision making self-efficacy scored higher in the third-year students (3.79±0.48) than fourth-year students (3.49±0.59) and students who have not taken a leave of absence (3.66±0.55) were also higher than students who have taken a leave of absence (3.36±0.64). Furthermore, mentoring with mentors (3.72±0.61) was higher than receiving career consultation and self-understanding (3.45±0.56) which indicated higher scores in career decision self-efficacy after graduation. The study revealed that college life adjustment marked at significant differences according to the grade level (t=5.00, p<.001) and leave of absence (t=2.93, p=.004). College life adjustment scored higher in the third-year students (3.70±0.44) than fourth-year students (3.36±0.55) and students who have not taken a leave of absence (3.55±0.51) were also higher than students who have taken a leave of absence (3.23±0.11). According to the research with participants, career preparation behavior indicated a significant difference depending on the grade (t=-5.82, p<.001) and the content (t=7.30, p=.001) they wished to get supported after graduation. Career preparation behavior was higher in fourth-year students (2.84 ± 0.69) than in grade third-year students (2.27 ± 0.68). Besides, it scored at remarkably higher in those who responding to have career consultation and self-understanding (2.67±0.72) and education to support employment and improve employment (2.70±0.71) than responding to have mentoring with mentors (2.28±0.72). Thirdly, there was a significant positive correlation (r=.71, p<.001) between career decision-making self-efficacy and college life adjustment. Although Career preparation behavior and career decision-making self-efficacy had no significant correlation, among the sub-factors of career preparation behavior, job achievement and career decision-making self-efficacy (r=.14, p=.040), among the sub-factors of college life adjustment, interpersonal relationships (r=.15, p=.024) had a significant positive correlation. Fourth, according to univariate analysis and results of hierarchical regression analysis, it was conducted to determine the effects of career decision self-efficacy and college life adjustment on career preparation behavior as controlling the grades that had a significant difference from the career preparation behavior and the contents of career planning support after graduation. In the first-level hierarchical regression analysis, only controlled variables, were indicated that the fourth-year students had more significant effects on career preparation behavior than the third-year students. In the contents of receiving support for career planning after graduation, it was founded that career consultation, self-understanding, employment support and employment improvement had significant results on career preparation behavior rather than mentoring with the mentors, as explained career preparation behavior of 16%. In the second-level hierarchies adding additional independent variables, the explanatory power increased to 20.8% (F=11.09, p<.001). The factors have been influenced that the career preparation behavior of nursing university student under the control of general characteristics were discovered to be college life adjustment (β=0.22, p=.017). In other words, improvements in college life adjustment led to increase in career preparation. Therefore, in order to support nursing students improving their career preparation behavior, it is essential to improve and apply programs that can increase the level of college life adjustment. In addition, a program that can enhance career decision-making self-efficacy, which is highly related to college life adjustment, should be developed together.
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