학교생활 스트레스가 특성화 고등학생의 진로결정 자기효능감에 미치는 영향

Abstract

This study is the ‘effect of school life stress on career decision self-efficacy of specialized high school students’. Adolescents live with stable emotions and psychology in society, sfchool, and home, but they also experience various stresses. Life stress experienced by adolescents comes in various forms, such as conflicts with parents, conflicts with values ​​in school life, and conflicts with friends. Schools are places where adolescents who are exposed to various stresses spend most of their time in a psychologically unstable state. Schools help young people find psychological stability and self-identity through the sense of belonging that school provides. Furthermore, it is a small society that can be said to be a microcosm of society, and it is a place that cultivates individual's ability to adapt to society through social life experienced in advance through human relationships between teachers and friends and community life.

Upon admission, students from specialized high schools take classes through a systematic curriculum that is linked to the career path appropriate for each department. Specialized high school youth with talent and interest in a specific field can be employed in a related field, and after completing the basics of industry needs and specialization, they can go on to college. However, most adolescents in specialized high schools do not have good grades in middle school at the time of admission, and have low motivation for learning and low interest in education. In addition, there are many cases where school life is difficult due to the lack of parental educational support and emotional support. Under these circumstances, most students entering specialized high schools are unable to make clear decisions about their future.

The purpose of this study is to help the career guidance of schools and teachers by examining the relationship between teacher support, friend support, and learned helplessness in the effects of school life stress on career decision self-efficacy in specialized high school students.

In this study, a survey was conducted with 160 people aged 17 to 19 years from the first to the third year of high school.

The independent variable was school life stress, the dependent variable was career decision self-efficacy, the moderating variable was friend support and teacher support, and the mediating variable was learned helplessness.

As a result of the study, the independent variable and the dependent variable showed a significant effect, indicating that the higher the school life stress, the lower the career decision self-efficacy.

Friends support did not control the relationship between school life stress and career decision self-efficacy. As a result of the hierarchical regression analysis of this study, it is true that the support of friends is an important variable in career decision self-efficacy. However, it was found to be not statistically significant.

Teacher support was found to regulate school life stress and career decision self-efficacy. As a result of hierarchical regression analysis in this study, it was proved that teacher support is a significant variable in career decision self-efficacy. As a result, the regression equation was found to be statistically significant.

Finally, it was found that learned helplessness was found to partially mediate the effect of school life stress on career decision self-efficacy. In addition, in order to verify the statistical significance of the mediating effect, the Sobel test was additionally conducted, and the value was found to be significant.

This study is meaningful that students of specialized high schools that foster future talents can quickly identify and determine their own career path and use it as a basic data for career education that is helpful to schools and teachers.