텍스트 네트워크 분석을 통한 성적 경고자 멘토링 프로그램 참여 경험 분석

Abstract

This study aimed to conduct an in-depth analysis of the participation experiences of mentors and mentees who participated in academic warning mentoring through textual network analysis, with a particular focus on identifying interaction experiences, an important component of mentoring, and validating the overall participation experience of program participants. To this end, a qualitative analysis was conducted on activity reports written by mentors and mentees who participated in the academic warning mentoring program run by the University Counseling Center. The data were analyzed using MAXQDA, a text analysis software. The results of the study are as follows: First, three superordinate categories and 16 sub-components were revealed in the participation experiences of mentees. The key words that emerged from the mentees' experience of participating in the program were "improved learning attitude," "increased self-efficacy," "pride in change," "explored the learning environment," and "tried to accept problem solutions. Second, the mentor experience revealed three superordinate categories and 17 sub-components. This study conducted a network analysis to identify the structure of the codes derived from the mentee experience. The key words that emerged from the mentor's experience of participation were 'growing by helping the mentee', 'pace maker', 'reorganizing study habits', 'feeling proud of the mentee's change', and 'reflecting on myself', and the structural relationships were identified through network analysis. Finally, for the interaction experience, 38 components were derived under five superordinate categories. The core keywords revealed in the interaction experience were "accompaniment," "steady communication," "mutual understanding," "returning to old habits," and "sharing learning methods," which were analyzed by connectivity network. In summary, mentors and mentees initially set mutual goals and used the method of checking and certifying to accomplish them, and then both mentors and mentees vowed to actively communicate and make efforts to share learning methods. In addition, as the program progressed, it was found that while the mentors tried to improve the quality of the mentoring relationship through continuous communication, goal management, and accompaniment, they also experienced difficulties due to repeatedly falling back into old habits. However, both mentors and mentees became more actively involved in overcoming these difficulties and slowly worked together to change their behavior, and this experience had the effect of enhancing the sense of belonging and bonding between mentors and mentees. This effect was found to be an opportunity for mentors and mentees to grow and move forward together by not giving up and continuing to try and set goals. The significance of this study is that it explored the overall experience of the mentoring program for academic warners and made recommendations for future programs. Based on the analysis of the experience of participating in the mentoring program for academic warners in this study, it is hoped that the intervention of the mentoring program for academic warners will be more diverse in the future.|본 연구의 목적은 성적경고자 멘토링 프로그램 진행 과정에서 작성된 활동지를 통해 개인적 참여 경험 도출 및 상호작용 효과를 확인하며, 텍스트 네트워크 분석 방법의 시각화와 연결망 분석을 통해 대학 내 운영 중인 프로그램에 참여한 전체 학생들의 경험을 통합적으로 경험을 살펴봄으로써 시사점을 제공하는 데 있다. 연구 대상은 G시 소재 4년제 대학의 성적경고자 멘토링 프로그램 참여자로 총 86팀, 176명이다. 프로그램은 총 5회기로 이루어졌고, 참여자들은 회기 종료 후 활동 보고서를 작성하였다. 자료수집 및 활용 동의를 구한 후 활동지 및 소감문 내용을 수집했고, MAXQDA를 사용하여 자료분석을 실시했다. 연구 결과 멘티 경험에서 456개의 코드(code)가 코딩되었으며, 코드 빈도수에 따른 핵심 키워드는 ‘학습태도 개선’, ‘자기효능감 증진’ 등으로 나타났다. 멘토 경험에서 코드는 411개이며, 코딩 결과 ‘멘티를 도우며 성장’, ‘페이스 메이커’ 등이 핵심 키워드로 도출됐다. 마지막으로 상호작용 경험에서 총 1,483개의 코드가 코딩되었으며, 핵심 키워드는 ‘동행’, ‘꾸준한 의사소통’ 등이다. 마지막으로 각 경험의 코드체계 분석 결과를 토대로 연결망 분석을 실시하여 시각적으로 확인하였으며, 클러스터에 따른 구조적 해석을 제시했다. 이러한 결과를 토대로 성적경고자 멘토링 프로그램의 효과를 높이기 위한 방안을 제안하였다.