또래관계와 자아개념 변화, 미래목표인식, 진로성숙의 수준 및 구조적 관계에서 성차

국문 초록 (Abstract)

본 연구의 목적은 또래관계 및 자아개념의 변화 양상과 미래목표인식, 진로성숙의 수준에서 성차가 존재하는지를 살펴보고 변인 간 구조적 관계가 성별에 따라 차별적으로 나타나는지를 확인하는 것이다. 이를 위하여 한국교육개발원의 한국교육종단조사 1-7차년도 데이터를 사용하여 다 집단 잠재 성장모형으로 분석하였다. 각 변인에서의 성차를 살펴보면, 또래관계 초기치는 여학생이 남학생에 비하여 높았으나 그 변화율에 있어서는 성차가 존재하지 않았다. 자아개념과 관련하여 여학생이 남학생에 비하여 사회자아개념 초기치가 높았고 고등학교급에서의 감소율도 컸으나 학업자아개념에서는 성차가 나타나지 않았다. 미래목표인식과 진로성숙에서도 성차가 발견되지 않았다. 각 변인 간 구조적 관계에서 또래관계의 초기치가 남학생의 사회 및 학업자아개념의 초기치에 더 큰 정적 관련성을 가졌으며, 또래관계의 변화율은 여학생의 사회 및 학업자아개념의 변화율에 더 큰 정적 관련성을 나타내었다. 또한, 사회자아개념의 중학교 변화율은 여학생의 미래목표인식에, 사회자아개념의 고교 변화율은 남학생의 미래목표인식에 더 큰 정적 영향을 나타내었다. 학업자아개념의 고교 변화율은 남녀 모두에서 미래목표인식에 정적 영향을 주었으며 이는 여학생 집단에서 더 강한 관련성을 나타내었다. 마지막으로, 미래목표인식은 진로성숙에 정적 영향을 미쳤으며 성차는 나타나지 않았다.

다국어 초록 (Multilingual Abstract)

The purpose of the study was to investigate longitudinally the development of peer relation and self-concept, and their effects on future goal perception and career maturity focusing on gender differences during adolescence. In this study, we analyzed the panel data of Korea Education Longitudinal Study(KELS) using a multi-group latent growth model. The results showed that peer relation and social self-concept decreased during the middle school years but they increased during high school years. Academic self-concept decreased continually throughout the adolescence period but it decreased more rapidly in middle school. The initial level of girls` peer relation was higher compared to boys but there were no gender differences in the growth rate. Regarding the self-concept, the initial level of girls` social self-concept was higher and it decreased more rapidly during the highschool year. however, there were no gender differences in academic self-concept, future goal perception, and career maturity. The positive relation between peer relation and social/academic self-concept was larger for boys while the relation between the change rates of peer relation and social/academic self-concept was larger for girls. In addition, the social self-concept had a positive effect on career maturity while the academic self-concept had a positive effect on future goal perception where gender differences did notexist. The effect of the change rate of social self-concept in middle school on future goal perception was stronger for girls whereas the change rate of social self-concept in high school was stronger for boys. The change rate of academic self-concept had a positive effect on future goal perception and its effect was stronger for girls. Future goal perceptions had a positive effect on career maturity where there were no gender differences.

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