부모와의 대화가 내재동기와 자기주도학습을 통해 초등학생의 진로개발역량에 미치는 영향: 희망직업 유무에 따른 차이 = Impact of Parent-Child Conversations on Elementary School Students’ Career Development Competencies: The Mediating Roles of Intrinsic Motivation and Self-Directed Learning and Group Differences by Desired Career Aspiration

다국어 초록 (Multilingual Abstract)

This study assessed the relationship among intrinsic motivation, self-directed learning, and the frequency of conversations with parents in predicting elementary school students’ career development competencies. Furthermore, whether this relationship differs according to the presence of a desired career aspiration was investigated. Using responses from sixth-grade students in the “2023 National Survey on Career Education in Elementary and Secondary Schools” in Korea, the study employed confirmatory factor analysis, structural equation modeling, and multi-group analysis. The results revealed that first, more frequent conversations with parents were associated with higher levels of intrinsic motivation, self-directed learning, and career development competencies. Second, intrinsic motivation positively predicted students’ career development competencies. Third, the group of students with a desired career exhibited a significantly greater positive direct effect of parent–child conversation frequency on self-directed learning than the group without a desired career. In addition, the direct impact of intrinsic motivation on career development competencies was greater in the group with a desired career. In contrast, the direct effect of self-directed learning on career development competencies was significant only in the group without a desired career. Finally, the indirect impact of parent–child conversation frequency on career development competencies through intrinsic motivation was relatively greater in the group with a desired career, whereas the indirect effect through self-directed learning was significant only in the group without a desired career. These findings underscore that elementary students’ career development competencies are shaped through the interplay of parental interaction, motivation, and learning autonomy, and highlight the importance of fostering career aspirations. The study reveals the need for individualized career education as well as strengthened career support systems that connect families and schools.