Many students who attend university are worried about their future employment and academic achievement. Self-leadership is the ability to deal wisely with employment matters and to recognize the employment strategies of students who display self-leadership qualities. For this purpose, 320 questionna...
Many students who attend university are worried about their future employment and academic achievement. Self-leadership is the ability to deal wisely with employment matters and to recognize the employment strategies of students who display self-leadership qualities. For this purpose, 320 questionnaires were distributed to students attending universities in Seoul. The 304 collected questionnaires were used as data for the final analysis. First, the university students' average self-leadership rate was 3.73, and their average employment rate was 3.24. In terms of self-leadership by subordinate domains, the most common strategy was to introduce "natural compensation activities", and the least common strategy was to focus on "inner compensation". For the employment strategy, "academic credit" was the best managed, and "active behavior" was the least well managed. Second, in terms of the differences in self-leadership due to social demographic variables, the self-leadership levels showed significant differences, according to their credits in general. Furthermore, they showed significant differences depending on gender and the leadership experience among the subordinate variables. Moreover, the university students' employment strategies showed significant differences according to gender, leadership experience and leadership education. Third, in terms of the difference between self-leadership and employment strategies due to psychological variables, self-efficacy and university-life satisfaction levels made significant differences in terms of self-leadership. Fourth, the group with high self-leadership levels also had highly developed employment strategies, compared to the group with low self-leadership levels. Fifth, after analyzing the social demographic variables, the psychological variables and the influence of self-leadership, it appears that the explanation level increased at each step. This study demonstrates that experiencing many opportunities that promote self-leadership during university causes students to worry about their future careers and prohibits them from developing into independent, responsible adults who can accomplish their goals.
Many students who attend university are worried about their future employment and academic achievement. Self-leadership is the ability to deal wisely with employment matters and to recognize the employment strategies of students who display self-leadership qualities. For this purpose, 320 questionnaires were distributed to students attending universities in Seoul. The 304 collected questionnaires were used as data for the final analysis. First, the university students' average self-leadership rate was 3.73, and their average employment rate was 3.24. In terms of self-leadership by subordinate domains, the most common strategy was to introduce "natural compensation activities", and the least common strategy was to focus on "inner compensation". For the employment strategy, "academic credit" was the best managed, and "active behavior" was the least well managed. Second, in terms of the differences in self-leadership due to social demographic variables, the self-leadership levels showed significant differences, according to their credits in general. Furthermore, they showed significant differences depending on gender and the leadership experience among the subordinate variables. Moreover, the university students' employment strategies showed significant differences according to gender, leadership experience and leadership education. Third, in terms of the difference between self-leadership and employment strategies due to psychological variables, self-efficacy and university-life satisfaction levels made significant differences in terms of self-leadership. Fourth, the group with high self-leadership levels also had highly developed employment strategies, compared to the group with low self-leadership levels. Fifth, after analyzing the social demographic variables, the psychological variables and the influence of self-leadership, it appears that the explanation level increased at each step. This study demonstrates that experiencing many opportunities that promote self-leadership during university causes students to worry about their future careers and prohibits them from developing into independent, responsible adults who can accomplish their goals.
1980년대 미국 제조업의 경영혁신 과정에서 등장한 개념인 셀프리더십의 이론적 근거는 무엇인가요?
개념정의를 살펴보면 Manz와 Sims(1989)는 스스로 자기 자신에게 영향을 미치기 위해 사용되는 행위전략 및 인지전략의 총체로, Neck 등(1995)은 과업을 수행하는데 필요한 자기방향 설정과 스스로 동기부여를 하기 위해 자신에게 영향력을 행사하는 과정으로, 박용진 (2009)은 스스로 목표한 바를 이루기 위하여 주도적이고 적극적으로 자신의 행동과 생각을 통제 관리하는 능력이라고 정의하였다. 셀프리더십의 이론적 근거는 사회적 인지이론(social cognitive psychology)과 내재적 동기이론(intrinsic motivation theory) 등에서 찾을 수 있는데, 우선 행동적 전략은 자신의 효과성과 잠재성에 대해 스스로 지각하여 궁극적으로 행동을 변화시킨다는 사회적인지이론을 바탕으로 도출된 것이다. 또한 인지적 전략은 사람은 좋아하는 활동을 하거나 과업을 수행할 경우 그것을 수행하는 것만으로 즐거움이라는 내재적 보상을 받는다는 원리의 내재적 동기이론을 바탕으로 도출하였다(백기복, 2005).
21세기 지식정보사회에서 핵심자원은 무엇인가요?
21세기 지식정보사회에서 지식은 핵심자원이며, 노동력의 중심이 되는 인간은 지식근로자이다. 특히 대학은 대학생으로 하여금 사회의 지도자적 교양인으로 양성해야 할 뿐만 아니라 미래의 삶을 생산적으로 살아갈 수 있는 생활인, 직업인, 전문인으로서의 역할을 수행하도록 해야 한다.
리더십 교육의 목적은 무엇인가요?
최근 각 대학에서는 대학생 개개인의 성공적 삶과 사회에서 요구하는 인재를 양성하기 위하여 리더십 교육이 강화되고 있다. 리더십 교육은 한 개인이 리더십 기술을 습득하게 함으로써 자신에 대한 올바른 이해를 돕고 합리적인 의사결정 및 사회조직에서 발생하는 문제해결능력 등 지도자적 자질을 함양할 수 있도록 하기 위함이다. 이러한 리더십 패러다임의 중요한 역량 중의 하나로 셀프리더십을 들 수 있다.
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