본 연구의 목적은 일반휴학자의 휴학 시기 활동과 대학생활적응 및 진로결정자기효능감의 관계를 검증하고자 하는 것이다. 이를 위해 대학교에 재학 중인 휴학 후 복학한 대학생을 대상으로 설문조사를 실시하였다. 설문조사 결과를 바탕으로 빈도분석, 일원배치분산분석 및 Duncan의 ...
본 연구의 목적은 일반휴학자의 휴학 시기 활동과 대학생활적응 및 진로결정자기효능감의 관계를 검증하고자 하는 것이다. 이를 위해 대학교에 재학 중인 휴학 후 복학한 대학생을 대상으로 설문조사를 실시하였다. 설문조사 결과를 바탕으로 빈도분석, 일원배치분산분석 및 Duncan의 사후분석을 실시하였으며 연구에서 밝혀진 결과를 요약하면 다음과 같다. 첫째, 일반휴학자의 휴학 시기 활동은 학업적 활동이 가장 많았으며, 다음으로 개인-정서적 활동, 경제적 활동 순으로 나타났다. 둘째, 일반휴학자의 전공계열, 휴학 시기 학년, 휴학 횟수, 휴학 시기 활동에 따라서 대학생활적응과 진로결정자기효능감은 유의한 차이가 나타났으며, 휴학 기간에서는 대학생활적응은 유의한 차이가 나타나지 않았으며, 진로결정자기효능감은 유의한 차이를 보이는 것으로 나타났다. 셋째, 휴학 시기 활동에 따라 대학생활적응과 진로결정자기효능감에 유의한 차이를 보이는 것으로 확인되었다. 본 연구를 통하여 대학생들이 휴학을 통해서 어떤 활동과 경험을 요구하는지 이해할 수 있었으며, 연구결과를 토대로 향후 대학에서 대학생들이 추구하는 생산적이고 효율적인 경험과 성장의 기회를 제공할 수 있는 활용방안을 논의하였다. 마지막으로 본 연구의 한계점 및 후속연구에 대한 제언을 제시하였다.
본 연구의 목적은 일반휴학자의 휴학 시기 활동과 대학생활적응 및 진로결정자기효능감의 관계를 검증하고자 하는 것이다. 이를 위해 대학교에 재학 중인 휴학 후 복학한 대학생을 대상으로 설문조사를 실시하였다. 설문조사 결과를 바탕으로 빈도분석, 일원배치분산분석 및 Duncan의 사후분석을 실시하였으며 연구에서 밝혀진 결과를 요약하면 다음과 같다. 첫째, 일반휴학자의 휴학 시기 활동은 학업적 활동이 가장 많았으며, 다음으로 개인-정서적 활동, 경제적 활동 순으로 나타났다. 둘째, 일반휴학자의 전공계열, 휴학 시기 학년, 휴학 횟수, 휴학 시기 활동에 따라서 대학생활적응과 진로결정자기효능감은 유의한 차이가 나타났으며, 휴학 기간에서는 대학생활적응은 유의한 차이가 나타나지 않았으며, 진로결정자기효능감은 유의한 차이를 보이는 것으로 나타났다. 셋째, 휴학 시기 활동에 따라 대학생활적응과 진로결정자기효능감에 유의한 차이를 보이는 것으로 확인되었다. 본 연구를 통하여 대학생들이 휴학을 통해서 어떤 활동과 경험을 요구하는지 이해할 수 있었으며, 연구결과를 토대로 향후 대학에서 대학생들이 추구하는 생산적이고 효율적인 경험과 성장의 기회를 제공할 수 있는 활용방안을 논의하였다. 마지막으로 본 연구의 한계점 및 후속연구에 대한 제언을 제시하였다.
This study intended to verify the relationship between the activities of the students taking a leave of absence from school and their college life adaptation and career-determining self-efficiency. Therefore, the research question of this study is: First, what are the school year, school leave, scho...
This study intended to verify the relationship between the activities of the students taking a leave of absence from school and their college life adaptation and career-determining self-efficiency. Therefore, the research question of this study is: First, what are the school year, school leave, school leave period, and school leave period activities of the general student, second, how are the differences between college life adaptation and career efficiency, and thirdly, the student's sense of retirement? To that end, a survey was conducted on university students who returned to school after taking a leave of absence. 407 copies were selected as final analysis data, except for questionnaires that were judged to be unfaithful. Through frequency analysis, the data processing method was analyzed first to see the difference in the student's activities during the school year, the number of students taking leave, the period of absence, and the period of activity during the school leave. In order to compare the differences between university life adaptation and career-determining self-efficiency based on school year, school leave period, and school-time activities, the following analysis was conducted to analyze the differences between university life adaptation and career-determining self-effectiveness. The results of this study are as follows: First, the number of students taking leave of absence from school was the highest with academic activities accounting for more than a majority, followed by job and job preparation, language study, and examination preparation. Second, the sense of self-effectiveness of determining career and college life varies significantly depending on the major department, school year, and number of students taking a leave of absence, while the sense of career-determining self-effectiveness was shown to differ significantly, but the adaptation of college life did not show significant difference. Third, it is shown that there are statistically significant differences in the self-efficiency of career decisions and adaptation to college life depending on the activities of the time off from school. University life adaptation shows that academic activities are higher than economic and personal-emotional activities, and career decision self-efficiency is shown. Academic activities are higher than economic activities. Through this study, we were able to understand what activities and experiences college students required through a leave of absence, and based on the results of the study, we discussed how to provide opportunities for productive and efficient experiences and growth pursued by university students in the future.
This study intended to verify the relationship between the activities of the students taking a leave of absence from school and their college life adaptation and career-determining self-efficiency. Therefore, the research question of this study is: First, what are the school year, school leave, school leave period, and school leave period activities of the general student, second, how are the differences between college life adaptation and career efficiency, and thirdly, the student's sense of retirement? To that end, a survey was conducted on university students who returned to school after taking a leave of absence. 407 copies were selected as final analysis data, except for questionnaires that were judged to be unfaithful. Through frequency analysis, the data processing method was analyzed first to see the difference in the student's activities during the school year, the number of students taking leave, the period of absence, and the period of activity during the school leave. In order to compare the differences between university life adaptation and career-determining self-efficiency based on school year, school leave period, and school-time activities, the following analysis was conducted to analyze the differences between university life adaptation and career-determining self-effectiveness. The results of this study are as follows: First, the number of students taking leave of absence from school was the highest with academic activities accounting for more than a majority, followed by job and job preparation, language study, and examination preparation. Second, the sense of self-effectiveness of determining career and college life varies significantly depending on the major department, school year, and number of students taking a leave of absence, while the sense of career-determining self-effectiveness was shown to differ significantly, but the adaptation of college life did not show significant difference. Third, it is shown that there are statistically significant differences in the self-efficiency of career decisions and adaptation to college life depending on the activities of the time off from school. University life adaptation shows that academic activities are higher than economic and personal-emotional activities, and career decision self-efficiency is shown. Academic activities are higher than economic activities. Through this study, we were able to understand what activities and experiences college students required through a leave of absence, and based on the results of the study, we discussed how to provide opportunities for productive and efficient experiences and growth pursued by university students in the future.
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