A case study of the transfer process of a selected group of students from a community college to a four-year teacher education program

McDonough, Maureen Lucy University of Maryland College Park 2000 해외박사(DDOD)

This dissertation examined the transfer experience of a purposefully-selected group of students who exited the Community College of Baltimore County, Catonsville, and transferred to Towson University during 1999. The research questions addressed the issues of the role of the community college in teacher preparation and how the institutions help or hinder the transfer of prospective teacher education majors who begin their pre-service training at the community college. The researcher used the particularistic descriptive case study method, interviewing fourteen transfer students and six higher education professionals from both the two- and four-year institutions. The study traced the history of the community college movement nationwide and in the state of Maryland, and cited a sample of efforts to improve transfer conditions for community college students who express an interest in majoring in teacher education at the baccalaureate level. The narratives of the student interviews were analyzed and interpreted through the lenses of three sociologically-based theoretical perspectives: the conflict theory; the structural-functional theory; and the institutional barriers theory. The findings revealed five dominant themes that emerged from the data. These were: transfer tension, the ambiguous role of the community college in teacher preparation, the role of the student in the management of his/her transfer, the erection and maintenance of institutional barriers, and feelings of alienation, especially for non-traditional students. Analysis of the dialogs with the higher education professional respondents validated the transfer accounts of the students. The transfer process for this population varied depending upon the students' proaction and planning; nevertheless, transfer tension to some degree was reported by all of the student participants, and all had encountered some institutional barriers precluding a truly seamless transfer. Recommendations from the study were both for policy and practice and for further research, Significant recommendations included encouraging the university and community college teacher education professionals to conduct substantive dialog about their respective philosophies of preparing teachers, clarification of the role of the community college in teacher education, and providing transfer students with more timely and concise information to guide their transition. It was also recommended that the student participants be followed throughout their university years in a longitudinal study and that the research be expanded to include other higher education institutions and transfer students in other disciplines. The study is significant for teacher education students, education policy makers, and practitioners, especially in light of the shortage of qualified teachers.

대학입학시험 수학영역에 대한 비교 연구 : 몽골과 한국

바담자브꾼덱마 전북대학교 일반대학원 2023 국내박사

Selecting new students at Mongolian universities means deciding the course of individual students' lives, just like the college entrance exam in other countries. And at the national level, it has an important meaning in selecting talents to be cultivated through higher education. Therefore, the university admissions process has been receiving great attention from the whole nation, and among those aspects, those related to the general college entrance examination, which can be said to be the most important admission data, have become the core of national education policy. Recently, many criticisms have been raised that the content of higher education courses overlaps with the content of the general secondary education curriculum as a result of the college admission of weak students with poor academic knowledge, and many other issues, such as changes in the college entrance examination scoring system and changes in the content of the examination, are being discussed in Mongolia(Ochirkhuyag & Ganbat, 2018). Therefore, discussing the nature, characteristics, and implementation method of Mongolia's current college entrance examination at this point will be important basic data for seeking development plans for Mongolia's university entrance system in the future. South Korea is one of the countries with the highest level of education worldwide. As reported by the Organization for Economic Cooperation and Development(OECD), 70 percent of the country's 51.5 million people aged 24 to 35 have completed some form of tertiary education. Also, high achievement results of students in standardized examinations(e.g., PISA, TIMSS) show that Korea has the best education system. Also the country has one of the world's highest-educated labour forces among OECD countries. The purpose of this research is to compare and analyze the similarities and differences between the Mongolian and South Korean College Entrance Examination(CEE) systems in the topic of mathematics education. In order to conduct a systematic comparative study of CEEs between the two countries, this study will examine key aspects of CEEs, such as the exam designers, the administration system, the methods of the exams, the admission standards of higher education institutions, and the enrollment procedure. This study employs Bereday’s four-step comparative method. Bereday's four-step method is a systematic comparative method that provides clear direction for a comparative study in the subject of education, from description to interpretation, juxtaposition, and then comparison. The present study is a qualitative, non-experimental, comparative approach using Bereday’s four-step method. To collect data, a documentary method was adopted, and books, publications, international reports, academic projects, and government documents were reviewed. Within the framework of this study, the high school mathematics curriculum, mathematics tasks, examination content, as well as the scoring procedure for the mathematics section of college entrance examinations in South Korea and Mongolia were compared. In addition, it is intended to discuss how it is desirable to improve Mongolia's college entrance examination in the future through this comparison and analysis. 몽골 대학의 신입생 선발은 다른 국가의 대학입시와 마찬가지로 학생 개개인의 진로를 결정하는 것은 물론 국가적 차원에서는 고등교육을 통해 키워야 할 인재를 선발하는 중요한 의미를 갖는다. 따라서 대학입시과정은 전국적으로 큰 주목을 받고 있으며, 그 중에서도 가장 중요한 입시자료라 할 수 있는 대학입학시험이 국가교육정책의 핵심이 되고 있다. 최근 몽골에서는 학문적 지식이 빈약한 학생의 대학입학으로 인해 고등교육과정의 내용이 중등교육과정의 내용과 중복된다는 비판이 많이 제기되고 있다. 그래서 몽골에서는 대입시험 채점제도의 변화, 시험내용의 변화 등 많은 문제들이 논의되고 있다(B. Ochirkhuyag, B. Ganbat, 2018). 따라서 현시점에서 몽골의 현 수능의 성격과 특성, 시행방식에 관해 논의 해보는 것은 향후 몽골 대입제도의 발전방안을 모색하는데 중요한 기초자료가 될 것이다. 한국은 세계에서 가장 교육을 많이 받는 국가 가운데 하나이다. 경제협력 개발기구(OECD)에 따르면 5,150만 인구의 24-35세 인구 중 70%가 어떤 형태로든 고등 교육을 이수했으며 이는 전 세계에서 가장 높은 비율로 미국에 비해서 20%p 이상 높다고 보고되고 있다. 또한 표준화된 시험(예를 들어 PISA, TIMSS)에서 나타난 학생의 높은 성취도 결과는 한국이 최고의 교육 시스템을 갖추고 있다는 것을 보여준다. 또한 한국은 OECD 국가 중 세계에서 가장 교육 수준이 높은 노동력을 보유하고 있는 나라이기도 하다. 이 연구의 목적은 수학교육이라는 주제에서 몽골과 이러한 한국의 대학입학시험 시스템의 유사점과 차이점이 무엇인지 비교 분석해 보는 것이다. 이에 본 연구에서는 양국의 대학입학시험에 대한 체계적인 비교연구를 수행하기 위해 시험설계자, 행정시스템, 시험방법, 고등교육기관의 입학기준, 입학전형 등 대학 입학시험의 주요 측면을 살펴보고자 한다. 연구 방법으로 Bereday의 4단계 비교 방법을 사용하였다. Bereday의 4단계 방법은 설명에서 해석, 병치, 비교에 이르기까지 교육주제에 대한 비교연구의 명확한 방향을 제시하는 체계적인 비교방법이다. 본 연구는 이러한 Bereday의 4단계 방법을 사용하여 비교 접근 방식을 사용한 질적, 비실험적 연구이다. 자료 수집은 다큐멘터리 방식을 채택하였고, 서적, 출판물, 국제보고서, 학술사업, 정부문서 등을 검토하였다. 본 연구의 틀 내에서 한국과 몽골의 고교 수학 교과과정, 입학 절차, 시험 내용, 대학 입시 수학 부문의 채점 절차를 비교하였다. 또한 이러한 비교분석을 통해 향후 몽골의 대입시험을 어떻게 개선하는 것이 바람직한지 논의하고자 하였다.

Distance education students in New Jersey community colleges

Williams, Alvin New York University 2003 해외박사(DDOD)

In 1997, there were approximately two hundred fifty research reports indicating no significant difference in educational outcomes of distance education courses compared to traditional courses. However, most community college leaders remain concerned with the community college student adjustment to a distance education learning environment. The purpose of this study was to determine which distance education course delivery technologies provided higher levels of satisfaction among a group of New Jersey community college students; to identify dimensions of a distance education learning environment that were important to the satisfaction of community college students; and to identify characteristics of students that were satisfied or dissatisfied with distance education. A survey research design and person-environment fit model were utilized to investigate these areas. Students from Bergen Community College, Essex County College, Camden County College and Gloucester County College in New Jersey completed a survey, resulting in a sample size of 165. The sample consisted of students with diverse ethnic backgrounds, enrolled in various subjects utilizing a multiplicity of delivery technologies. The study revealed Cable/Broadcast TV, Internet/Web and Instructional-television (ITV) delivery technologies were associated with higher levels of satisfaction for New Jersey community college students. Important dimensions in the determination of student satisfaction are the extent to which hardware, software and printed materials are functional and user friendly; the extent to which students are knowledgeable about course and assignment expectations; the extent to which students can make choices about their learning; the extent to which the physical environment used for study is conducive to learning and the extent to which students participate in class and have a say in course topics activities and testing. Secondary findings revealed dissatisfied students generally felt disconnected from both faculty and other students, were not as familiar with course tasks and expectations, and were not as comfortable with hardware, software and printed materials as their satisfied counterparts. The distance courses did not provide as good a “fit” for dissatisfied students as they provided to satisfied students. Student demographic characteristics and how multiple community college learners engaged distance instruction are described. Ancillary analyses identified additional predictors of student involvement and satisfaction.

The Virginia Community College System Middle College: Connecting high school dropouts to higher education

Dietter, Robyn Beck University of Virginia 2006 해외박사(DDOD)

In an effort to impart success to Virginia's high school dropouts and deal with the challenges of GED-holders' entry to and successful completion of college, a new initiative undertaken in the Commonwealth of Virginia is the Virginia Community College System (VCCS) Middle College. Accepting only students who are confirmed high school dropouts and the purposeful promotion of higher education for its students differentiates the VCCS Middle College from other dropout recovery programs and GED preparation courses. The purpose of this research was to determine whether students who matriculated into the VCCS Middle College in the fall semester of 2005 increased their awareness of higher education and their intent to pursue higher education during their first semester of enrollment. Secondly, the extent to which demographic variables, career and educational aspirations, and Middle College experience contributed to the variability in the degree to which Middle College students increased their awareness of higher education and their intent to enroll in college were examined. Pretest and posttest survey instruments were employed to gather the data needed to answer the research questions. A statistically significant increase in higher education awareness scores occurred from pretest to posttest. Students' plans to attend college also were found to significantly increase from pretest to posttest. Demographic variables, career and educational aspirations, and Middle College experience were not found to be significantly related to increases in students' higher education awareness or their plans to pursue higher education. Overall, the results of this study suggested that the Middle College program positively affects high school dropouts' attainment of higher education awareness and their intent to enroll in college. Furthermore, the research indicated that Middle College students' are mainly satisfied with the Middle College program and maintain optimistic attitudes throughout the semester toward pursuing additional education after a GED is earned.

A case study of Middle College High School, 1972--2003: An effort to improve the persistence of at risk students in high school and to facilitate their access to college (New York)

Carter, Hazel M New York University 2004 해외박사(DDOD)

LaGuardia Community College was asked by the City University of New York Chancellor to provide a plan to increase high school retention, improve graduate rates at the secondary level, and attract adolescents to higher education. The purpose of this study was to describe the characteristics of the response, Middle College High School, and the reasons for its success in retaining students who have been defined by New York City middle schools as potential dropouts while maintaining high graduation rates of around 90 percent and college-going rates of over 95 percent. The study incorporates the perspectives of students, faculty and administrators on the issues they confront as well as the process through which Middle College improves opportunities for completing high school and attending college. Additionally, this study proposes adaptations to a theoretical model of the Institutional Adaptation to Student Retention and provides lessons from the Middle College experience can benefit institutions wishing to address education gaps through linkages between the sectors. Administrators and researchers who are looking for ways of improving retention and achievement of at-risk students should find it useful. Technological advancements have made postsecondary education a virtual prerequisite to economic success. It is not only in the interest of employers that the population receives the type of education that will allow them to succeed economically. Higher education institutions also depend on all students to persist through the educational pipeline if they are to keep their doors open. The Middle College model demonstrates that a well-designed and collaboratively supported program can effectively help students and shows the commitment of a higher education institution to partnering with the school system. Large urban communities can benefit from lessons learned as this model can be used to serve an even larger number of students. Middle College, a school-college collaborative program, brings together the New York City's Department of Education with the City University of New York. Given the disparity between the governance structures of these two institutions, the success of the Middle College program highlights its uniqueness and is one of the most promising approaches to keeping students in school and helping them succeed.

The role of community education in fulfilling the missions of community colleges: Perspectives of presidents and program directors

Wang, Wei-ni Michigan State University 2006 해외박사(DDOD)

Community college have been regarded as a "most effective democratizing agent in higher education" (Dougherty, 1994, p. 6) because of their grassroots origin of standing for open admissions, geographic proximity, and financial affordability to the potential students from the community they served. Previous studies provide evidence that the scope of community education programs offered by the community college particularly highlights the institution's unique position to demonstrate its awareness of community needs and its willingness to collaborate with various groups in meeting those needs. This empirical study provided data leading to a systematic understanding of how community education programs in community colleges in one state are delivered in the 21st Century and how such programs assist their institutions to fulfill the needs of the surrounding communities. A phenomenological approach was employed for this qualitative study. Five community college presidents and five community education program directors were recruited to participate in this study. Interviews were used and analyzed to obtain participants' perceptions of community college missions and their experiences of organizing community education programs to meet community needs. The findings reaffirmed that community education programs nurture and sustain community colleges' ties with their surrounding environments, given their flexibility to provide offerings that are less bound by institutional rules. More importantly, the data suggested that with restrained resources and multiple missions to fulfill, community college leaders could not always treat every mission within their comprehensive community college framework equally, and they had to prioritize the multiple needs of the community and sometimes decline certain requests. The study showed that sustainability is critical to community education programs since they are contextual. Relevant factors that influenced the sustainability of these programs are distinctive orientation, partnership, socioeconomic status of the community, balancing what the institutions can do and what the community wants, balancing advisory groups' input and the leaders' professional judgment, and balancing service quality and contract requirements. Entrepreneurship was the term that best captured the practice of community education in the community colleges. With the flexibility to take action on community requests, every aspect of the work in community education programs is calculated, weighing cost-effectiveness, assessing true needs of the community, and finding the appropriate resources to respond. The synergy created from the process and through the partnerships with different agencies seemingly adds sufficient affirmation of community colleges' historical reputation as the community's colleges. The essences of the practice of these programs in community college through the eyes of community college leaders were also constructed, which contributes to the literature in understanding community education. An organizational model was proposed to capture the role of the community college as a key community resource that is adaptive to the changing contexts of its environment.

General education faculty support for the community college's role in workforce education

James, Cheryl Stephens University of South Florida 2002 해외박사(DDOD)

This study examined general education faculty support for the community college's role in workforce education in selected Florida community colleges. There were 386 community college general education faculty surveyed; 214 (55.4%) responded. Academic discipline, years of full-time community college teaching experience, and number of formal workforce education professional development activities attended were compared with responses to a five-subscale survey instrument, “The Community College General Education Faculty's Role in Workforce Preparation” (Appendix B). The five subscales were Principles of Workforce Education, Goals and Objectives of Academic Courses and Programs, Curriculum and Instructional Strategies in Community College Academic Courses, Integration of Academic and Technical Instruction, and Community College and High School Articulation. On a Likert scale of one to five, (5 = Strongly Agree, 1 = Strongly Disagree) slight support (M = 3.29) occurred for the community college's role in workforce education. Faculty who had participated in the most workforce education staff development activities supported incorporating workforce education into the curriculum, mathematics faculty supported articulation between community colleges and high schools most, and faculty with the least teaching experience perceived workforce education professional development activities more effective. There were implications that general education faculty may have been overlooked by workforce education, the greater the familiarity with workforce education philosophy, the greater the faculty support workforce curriculum, and workforce education staff development may need to be individualized for each discipline. Several recommendations included: discipline specific workforce education staff development be provided often to general education faculty, and an integrated general education/technical learning community be established for Associate of Science degree-seeking students. Also, remedial/workforce education learning communities be developed so students can connect the curriculum to the world of work. Also, community colleges should coordinate with workforce education programs, such as Tech Prep, to design general education articulation between them and high schools for those seeking Associate of Science degrees. The community college mission regarding workforce education should be communicated to general education faculty.

A Study on the Relationship between Learning Stress and Performance Anxiety in Guzheng Performance Online Class of Chinese University Students : Mediated of Learning Input and Learning Motivation

루란 세한대학교 대학원 2024 국내박사

With the increase of the number of Chinese Guzheng majors and the revision of the talent training program, the demand of Chinese Guzheng majors is increasing. Chinese Guzheng major university students will inevitably produce stress during their study, which has a great influence on the production of Chinese Guzheng major university. In higher education, music performance anxiety is a common but easy-to-neglect problem for university musicians. Serious music performance anxiety not only threatens the mental health of student musicians, but also may lead to unhealthy coping mechanisms. To make matters worse, they even eventually gave up their studies. Many students may lack proper psychological strategies to deal with music performance anxiety and hope to gain more support on this issue. In the second decade of the 21st century, the rapid development of China's information network has provided a technology platform for "Internet +", and the development of "Internet+" technology affects not only enterprise management mode but also education industry. With the popularization and development of Internet technology, online education has become the trend of higher education. Therefore, this study focuses on the relationship between learning stress, learning motivation, learning input and performance anxiety. This study aimed to examine the effect of learning stress on performance anxiety during online education among Chinese students, with learning input and learning motivation as mediating variables. Through empirical research methods, we can reveal the influence mechanism of learning stress, learning input and learning motivation on performance anxiety, and provide theoretical support for providing targeted learning strategies and suggestions for improving Guzheng online education. This study used quantitative research methods to explore the specific effects of learning stress on performance anxiety and the role of learning input and learning motivation through data collection, collation and statistical analysis. The results will reveal the regulatory and weakening effects of learning stress, learning input and learning motivation, and provide a scientific basis for the development of learning strategies and the improvement of Guzheng online education. Descriptive statistics, one-way ANOVA, correlation analysis and multiple regression analysis were performed using SPSS 25.0 statistical software. Using AMOS 24.0 software, build the structural equation model and analyze the path coefficients and mediation effects. The learning stress scale, learning motivation scale, learning input scale and performance anxiety scale of Chinese Guzheng college students were selected to investigate 450 college students. The survey results are as follows: First, the average level of learning stress and performance anxiety is higher than the average level, college Guzheng students have higher learning motivation, and the average value of positive coping methods is greater than the negative coping methods. Secondly, the learning stress, learning input, learning motivation and performance anxiety of online online education of college students majoring in Guzheng have exerted a significant influence on different students, different types of colleges and universities, music learning time and different grades. Thirdly, the learning stress of online education for Guzheng professional college students has a significant positive impact on performance anxiety. Fourthly, the learning stress of the online education of Guzheng professional college students has a significant negative impact on the learning input. Fifth, the input in online education has a significant negative impact on Guzheng performance anxiety. Sixth, the learning stress of the online education of Guzheng professional college students has a significant negative impact on the learning motivation. Seventh, the learning motivation of online education has a significant negative impact on Guzheng performance anxiety. Eighth, the input in online education of Guzheng professional students plays an intermediary role between learning stress and performance anxiety. Ninth, the learning motivation of online education plays an intermediary role between learning stress and Guzheng performance anxiety. Based on the results of this study, the following suggestions are put forward. By reducing the learning stress, relieving the performance anxiety of university students majoring in Guzheng, improving the students' learning ability and the online education can be diversified to stimulate the interest of Guzheng major college students. Key words: College students majoring in Guzheng, Online education, Learning stress, Performance anxiety, Learning input, Learning motivation

대학입시 진로·진학 컨설팅에 대한 고등학생의 인식 연구

박인오 연세대학교 교육대학원 2018 국내석사

Abstract A Study on High School Students' Perceptions of the Career and Admission Consulting Park, In Oh Major in Lifelong Education Management Graduate School of Education Yonsei University This study has focused on the social mood which put priority on the career education in the era of the 4th industrial revolution and the increase in the demand for the private consulting which is caused by comprehensive evaluation system of high school transcript(former admission officer system). This kind of study has not been fully made despite of the increasing social interest in the career & admission consulting on the college entrance and the increasing participation in it. So, this study would try to find out the high school students' perceptions on the career & admission consulting and how the consulting on college entrance has been made in the public education and private education targeting the high school students and analyze the necessity and satisfaction of the career & admission consulting. Based on the research results, this study would try to improve the efficiency and effectiveness of the career & admission consulting program and to find out ways to develop the consulting program which is used in the public education and private education. For this study, the questionnaires were distributed to 931 high school students across the nation to collect the data. Among them, 256 students had the experience of getting the private consulting. As for the result of the research, the general characteristics were obtained from 931 students and then the current situation and the satisfaction of the private consulting were obtained from 256 students who had the experience of getting the consulting in the private education. The study was verified under the significance level of p<.05 and the statistical analysis was made using IBM SPSS Statistics 24 program. The results of the study are as follows. First, the participation of students in the private consulting depending on the background of individuals was analyzed by the students' experience, frequency and expenses. It was found out that the students’ experience of the private consulting varies depending on the location of school only and that the students in Chungcheon·Gangwon have more participation experiences than those in Seoul(Gangnam area). As for the frequency of participation, the students whose schools are located in Honam·Jeju and whose academic scores in school belong to Level 1 have higher participation ratio. As for the expenses, it was also found out that the students attending the special purpose high schools, having the Level 1 academic performance in the school, and Level 1 in the nationwide examination score and whose household income exceeding 10 million Won a month paid more expenses. Second, the attitude toward the college entrance, the dependency on the career & admission consulting, the satisfaction of the consulting in the school, and the necessity and satisfaction of the private consulting were analyzed. As a result, the attitude toward college entrance was self-directedness(3.32) > anxiety(2.97) > understanding of admission system(2.83). And the average of consulting dependency was 3.14. As for the satisfaction of the school consulting, the career choice field had high point and the private consulting was high in the college entrance field in both necessity and satisfaction. Third, the analysis of the difference in the perception of each variable depending on the individual’s background shows that male students have high satisfaction in the school consulting and that the dependency on the consulting and the necessity of the private consulting on the college entrance were higher for female students than for male students. As for the difference by the grade, the 2nd-year students showed high satisfaction of the school consulting and high necessity of the private consulting and the 3rd-year students showed high score in the self-directedness, in the understanding of the admission system, and in the satisfaction of the private consulting. As for the difference in the location of school, the satisfaction of the school consulting on the career choice was higher for the students in Seoul(except Gangnam) and Chungcheong·Gangwon than for the students in Yeongnam area while the students in Seoul(including Gangnam) showed high score in the necessity of the private consulting on the college entrance. As for the difference depending on the type of school, it was found that the students attending the special purpose high school had high score in most areas. As for academic performance in the school, the students having Level 6 or below had lower satisfaction over the school consulting on the career choice and college entrance than others. As for academic performance in the nationwide, the students having Level 6 or below had higher necessity of the private consulting on the career choice than the students belonging to Level 1, who had less demand for the private consulting. Lastly, it was found that the higher the student’s house income was, the higher the student’s satisfaction of the private consulting on the college entrance was. Fourth, the analysis of elements affecting the necessity of the private consulting showed that the nationwide exam score, self-directedness on college entrance, dependency on consulting and satisfaction on the school consulting(career choice) make the positive effects on the private consulting(career choice) while self-directedness and the dependency on the consulting make the positive effects on the private consulting(college entrance). Lastly, the analysis of the elements affecting the satisfaction over the private consulting showed that the anxiety over the college entrance makes the negative effect on the private consulting(career choice) while self-directedness on college entrance and the dependency on the consulting make the positive effect on the private consulting(career choice). In addition, it was found that the self-directedness and the dependency on the consulting make the positive effects on the private consulting(college entrance). Considering the result of the study, the following conclusions were made as a way of enhancing the efficiency and effectiveness of the career and admission consulting program which is carried out in the public education and private education. First, the school shall operate a customized career and admission consulting program for each student. It shall properly allocate the teachers across all grades and provide the students with the structured consultation which connects the career choice with the college entrance. It shall also introduce the stage-by-stage program to improve the college entrance attitude. Second, the private education shall guarantee the education consumer’s right through the quality improvement and qualitative control over the career and admission consulting. It shall try to increase the participation opportunity and reduce the related expenses through the activation of remote consulting and provide the students with the college entrance consulting which can connect the career choice. It shall also introduce the lecturer certification system and organization certification system to provide the students with better education service. Third, the Government shall expand the human and physical infrastructures for the career and admission consulting to increase the consulting education chance and reduce the private education expenses. It is required that the career and admission consulting is operated for each school in the cluster method so that the number of consulting personnel shall be increased along with the quality improvement and that the various administrative considerations are needed such as free provision of the consulting program application, and operation of local consultation hub. * Key Words : private education, private consulting, career & admission consulting, college entrance system, college entrance attitude, admission officer system, comprehensive evaluation system of high school transcript 국 문 요 약 대학입시 진로·진학 컨설팅에 대한 고등학생의 인식 연구 본 연구는 4차 산업혁명 시대를 맞이하여 진로교육의 중요성이 강조되는 시대적인 분위기와 학생부종합전형(구, 입학사정관제)으로 인해 유발되는 컨설팅 사교육 수요의 증대에 주목하여 수행하였다. 또한 대학입시 진로·진학 컨설팅에 대한 사회적 관심과 점증하고 있는 참여율에도 불구하고 실증연구가 제대로 이루어지지 않고 있는 현실을 바탕으로 하였다. 이에 고등학생을 대상으로 공교육과 사교육에서 이루어지는 진로·진학 컨설팅에 대한 인식과 실태를 살펴보고, 진로·진학 컨설팅의 필요성과 만족도에 영향을 미치는 요인을 비교·분석하고자 하였다. 연구결과를 바탕으로 공교육과 사교육에서 이루어지는 진로·진학 프로그램의 효율성과 효과성을 제고하여 개선 및 발전 방안을 모색해보고자 하였다. 이러한 연구목적을 달성하기 위하여 전국 고등학생 931명을 대상으로 설문조사를 통해 연구 자료를 수집하였고 이 중 컨설팅 사교육에 참여한 경험이 있는 학생은 256명이었다. 연구결과는 전체 931명을 대상으로 일반적 특성을 알아본 결과와 컨설팅 사교육 참여경험이 있는 256명을 대상으로 컨설팅 사교육의 실태와 만족도를 조사한 결과를 나누어 제시하였다. 본 연구는 유의수준 p<.05에서 검증하였고, 통계처리는 IBM SPSS Statistics 24 프로그램을 사용하여 분석하였다. 이에 따른 연구결과는 다음과 같다. 첫째, 개인배경에 따른 컨설팅 사교육 참여 실태는 경험, 횟수, 비용으로 구분하여 살펴보았다. 분석 결과 참여경험은 학교 소재지에 따라서만 차이가 있었고 충청·강원이 서울(강남권) 학생에 비해 참여경험이 많은 것으로 나타났다. 참여횟수는 학교 소재지가 호남·제주권인 학생과 내신 성적이 1등급인 학생의 참여 비율이 높았다. 지불비용은 특목고, 내신 성적 1등급, 모의고사 성적 1등급, 가구소득 월 1,000만원 이상에서 각각 높은 것으로 나타났다. 둘째, 대학입시에 대한 태도, 진로·진학 컨설팅 의존도, 학교에서의 컨설팅 만족도, 컨설팅 사교육 필요성과 만족도를 분석한 결과 대학입시에 대한 태도는 대학입시 주도성(3.32) > 불안감(2.97) > 전형이해도(2.83) 순이었고, 컨설팅 의존도의 평균은 3.14였다. 학교 컨설팅 만족도는 진로선택이 높았고, 컨설팅 사교육은 필요성과 만족도에서 모두 대학입시가 높게 나타났다. 셋째, 개인배경에 따른 각 변인의 인식 차이를 분석한 결과, 대학입시에 대한 학교 컨설팅 만족도는 남학생이 높았으며 컨설팅 의존도와 대학입시에 대한 컨설팅 사교육 필요성은 여학생이 높았다. 학년에 따른 차이는 대학입시 주도성과 전형이해도는 학년이 높을수록 모두 높았고, 학교 컨설팅 만족도와 컨설팅 사교육 필요성의 경우 2학년이 높았으며, 대학입시에 대한 컨설팅 사교육 만족도는 3학년이 높게 나타났다. 학교 소재지에 따른 차이는 진로선택에 대한 학교 컨설팅 만족도는 서울(강남이외)과 충청·강원권이 영남권에 비해 높은 결과를 보였고, 대학입시에 대한 컨설팅 사교육 필요성은 서울(강남, 강남이외 포함)이 전반적으로 높게 나타났다. 학교 유형에 따른 차이는 대부분의 영역에서 특목고 학생이 높은 것으로 나타났다. 성적은 내신 성적에 따라서 진로선택과 대학입시에 대한 학교 컨설팅 만족도는 6등급 이하의 학생이 나머지 학생에 비해 낮은 것을 알 수 있었고, 모의고사 성적은 진로선택에 대한 컨설팅 사교육 필요성의 경우 6등급 이하의 학생이 1등급 학생에 비해 필요성이 높다고 하였고, 1등급 학생은 다른 등급의 학생에 비해 컨설팅 사교육 필요성에 대한 요구가 낮았다. 마지막으로 가구소득이 높을수록 대학입시에 대한 컨설팅 사교육 만족도가 올라가는 경향을 보였다. 넷째, 컨설팅 사교육의 필요성에 영향을 미치는 요인을 분석한 결과, 진로 컨설팅에는 모의고사 성적, 대학입시 주도성, 컨설팅 의존도, 학교 컨설팅 만족도(진로)가 정(+)적인 영향을 미쳤고, 대학입시 컨설팅에는 대학입시 주도성, 컨설팅 의존도가 정(+)적인 영향을 미치는 것으로 나타났다. 마지막으로 컨설팅 사교육의 만족도에 영향을 미치는 요인을 분석한 결과, 진로 컨설팅에는 대학입시 불안감이 부(-)적인 영향을 미치고, 대학입시 주도성, 컨설팅 의존도가 정(+)적인 영향을 미치며, 대학입시 컨설팅에는 대학입시 주도성, 컨설팅 의존도가 정(+)적인 영향을 미치는 것으로 나타났다. 이상의 연구결과를 종합하여 공교육과 사교육에서 이루어지는 진로·진학 프로그램의 효율성과 효과성을 제고하기 위한 방안으로 다음과 같은 결론을 도출하였다. 첫째, 학교는 개별 맞춤형 진로·진학 컨설팅 프로그램을 운영하여야 한다. 전 학년에 걸쳐 교사의 역할을 적절하게 배분하고, 진로와 진학이 연결되는 구조화된 상담을 하여야 하며, 대학입시에 대한 태도를 개선하기 위해 단계별 프로그램을 도입하여야 한다. 둘째, 사교육은 진로·진학 컨설팅의 품질 향상과 질적 관리를 통해 교육소비자의 권리를 보장하여야 한다. 원격상담의 활성화로 참여기회 증대와 비용 감소를 유도하고, 진로와 연결된 대학입시 컨설팅이 이루어져야 하며, 강사인증제와 기관인증제를 도입하여 보다 양질의 교육서비스를 제공하여야 한다. 셋째, 정부는 진로·진학 지도의 인적, 물적 인프라를 확대하여 컨설팅 교육 기회의 증대와 사교육비 경감을 유도할 필요가 있다. 단위 학교별 진로·진학 컨설팅을 클러스터 방식으로 운영하여 상담인력 부족을 해소하고 질적인 향상을 도모하며, 진로·진학 프로그램 어플리케이션 무료 제공, 지역 거점형 상담센터 운영 등 다양한 정책적 고려가 필요하다. * 핵심어 : 사교육, 컨설팅사교육, 진로·진학 컨설팅, 대학입시제도, 대학입시태도, 입학사정관제, 학생부종합전형

A Study on the Effect of Employment Stress on Career Decision-making Anxiety of Graduates in College of Education: Mediating Effect of Psychological Resilience and Coping Styles

진막비 세한대학교 대학원 2023 국내박사

Abstract The employment of graduates is a critical period for students from school to society, and it is also an important stage to decide where and how to move on to the next step in their life journey. The Corona Virus Disease (COVID-19) that has lasted for more than two years and the increasing number of college graduates have had a great impact on the employment of graduates. The problem of employment difficulties of graduates has become increasingly prominent, followed by psychological changes resulting in career decision-making anxiety, and serious psychology anxiety not only threatens graduate’s physical and psychological health, but also may lead to unhealthy coping mechanisms, and even abandon their studies and employment. Most college of education graduates lack coping strategies to appropriately deal with career decision-making anxiety and adjust their own psychological resilience when facing employment stress. College of education graduates are a special group of college students and a reserve force for the country’s future teaching force. The psychological health development of college of education graduate is directly related to the future education career and the development of future talents of the country. Therefore, this study selected Chinese graduate in college of education as subjects to explore the relationship between employment stress, psychological resilience, coping styles and career decision-making anxiety. The purpose of this research is to study the relationship between college of education graduates’ employment stress, psychological resilience, coping styles and career decision-making anxiety by investigating the changes in the levels of employment stress, psychological resilience, coping styles and career decision-making anxiety when facing employment problems. This paper analyzes the influence of employment stress, psychological resilience and coping styles on the career decision-making anxiety of graduates in college of education, and the dual mediating role of psychological resilience and coping styles in employment stress and career decision-making anxiety. SPSS 25.0 statistical software was used for descriptive statistics, one-way ANOVA, correlation analysis and multiple regression analysis. By using AMOS 24.0 software, structural equation models are established to analyze path coefficients and mediating effects. The Employment Stress Scale, Psychological Resilience Scale, Coping Styles Scale and Career Decision-making Anxiety Scale for graduates were selected to investigate 469 college of education undergraduates in China. The findings are as follows: Firstly, the average level of employment stress and career decision-making anxiety is above the medium level, and the level of psychological resilience of college of education graduates is relatively high, and the average value of positive coping style is greater than that of negative coping style. Secondly, there were significant differences in employment stress, psychological resilience, coping styles and career decision-making anxiety among graduates in college of education graduates in terms of gender, place of origin, student cadre experience and academic achievement. Thirdly, there was a significant correlation between employment stress, psychological resilience, coping styles and career decision-making anxiety. Employment stress and negative coping style had positive impact on career decision-making anxiety. Psychological resilience and positive coping style had a negative impact on career decision-making anxiety. Similarly, employment stress had a negative impact on psychological resilience and positive coping style, and a positive effect on negative coping style. Fourthly, psychological resilience and coping styles (positive coping style and negative coping style) have multiple mediating effects on college of education graduates’ employment stress and career decision-making anxiety. The employment stress of college of education graduates can not only directly influence career decision-making anxiety, but also indirectly influence career decision-making anxiety through psychological resilience and positive coping style, or indirectly affect career decision-making anxiety through psychological resilience and negative coping style. Fifthly, Psychological resilience and coping styles (positive coping style and negative coping style) have double mediating effects on employment stress and career decision-making anxiety of graduates in college of education. Employment stress of college of education graduates can not only directly affect career decision-making anxiety, but also indirectly affects career decision-making anxiety through the dual mediating role of psychological resilience and positive coping style, and also indirectly affects career decision-making anxiety through the dual mediating role of psychological resilience and negative coping style. Based on the results of the research, this study makes the following recommendations. First, under the continuous influence of novel coronavirus, the government should promptly improve national policies and introduce relevant policies to encourage employment, creating a healthy and benign employment environment for college of education graduates, and increase the recruitment of primary and secondary school teachers’ positions to create more employment opportunities for graduates. Secondly, colleges and universities should focus on the psychological anxiety of college students before graduation, educate and guide graduates to adopt correct coping styles by actively participating in employment competition and actively coping with the setbacks and difficulties encountered in employment. And focus on training and cultivating graduates’ psychological resilience, improving their comprehensive quality and taking appropriate measures to alleviate the psychological anxiety of career decision-making. Thirdly, college of education graduates should correctly understand and evaluate themselves, who should carry out career planning as early as possible, improve their psychological quality, enhance their confidence in employment and psychological resilience, face employment problems with a positive and good attitude, turn stress into motivation, and reduce career decision-making anxiety.