예비영유아교사의 자기주도적 학습능력과 진로적응성: 자아존중감의 매개효과 = Pre-service Early Childhood Teachers’ Self-Directed Learning Ability and Career Adaptability: The Mediating Effect of Self-Esteem

다국어 초록 (Multilingual Abstract)

This study examined the relationships between the self-directed learning ability, career adaptability, and self-esteem of college students and investigated whether self-esteem mediates the relationship between self-directed learning ability and career adaptability. A total of 124 students enrolled in courses taught by the researcher at S University in Seoul participated in the study. The subjects completed a survey that measured self-directed learning ability, career adaptability, and self-esteem using standardized scales. The collected data were analyzed using SPSS 22.0 and PROCESS Macro ver. 4.2 to perform frequency analysis, basic statistical analysis, reliability testing, correlation analysis, multiple regression, and bootstrapping to test for mediating effects. The findings were as follows: First, there was a statistically significant positive correlation between the college students’ self-directed learning ability, career adaptability, and self-esteem, and the multiple regression analysis results showed that self-directed learning ability had a relatively higher effect on career adaptability than self-esteem. Second, self-esteem was found to mediate the relationship between self-directed learning ability and career adaptability, with the mediation effect confirmed as statistically significant via bootstrapping. These results suggest that to improve college students’ career adaptability, it is necessary to provide various education and support to improve self-directed learning ability, and since college students’ self-esteem also has a significant effect on this process, research on specific program application methods aimed at boosting self-esteem is needed.