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Career Developmental Competency and Academic Outcomes according to Parent-Adolescent Contact Frequency

부모-자녀 간 대화 빈도 인식에 따른 진로개발역량, 학업적 특성 차이

  • Yeon, Eun Mo (College of Basic Studies, Yeungnam University) ;
  • Choi, Hyo-Sik (Department of Education, Chuncheon National University of Education)
  • Received : 2020.12.01
  • Accepted : 2021.03.05
  • Published : 2021.03.31
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Abstract

This study was designed to classify the parents' and their children's perception of contact frequency and to examine differences between career development competency and academic outcomes according to perceptional differences. Data of elementary school to high school students from the School Career Education Survey (2018) were used, and latent profile analysis (LPA) was utilized to explore the parents' and their children's perception of contact frequency. The perception of parents' and their children's contact frequency was classified into six groups in elementary and middle school and seven groups in high school. Career development competency (self-understanding and social competence, job understanding, career exploration, and career design and reparation) and academic outcomes (autonomous learning, motivation, and self-directed learning) of classified groups related to contact frequency significantly differed. In general, groups who reported a higher perception of contact frequency by children than parents showed higher vocational identity and better academic outcomes. This result implies that perceived contact frequency between parents and children can differ by school level, and its differences can be related to career development competency and academic outcomes of adolescents.

본 연구에서는 초, 중, 고 학생의 부모-자녀 간 대화 빈도에 대한 인식 차이에 따른 차별적인 특징을 갖는 유형을 탐색하고, 탐색된 유형에 따라 초, 중, 고 학생의 진로개발역량과 학업적 특성에 차이가 있는지 검증하였다. 이를 위해 초·중등 진로 교육 현황조사(2018) 자료를 활용하였으며, 잠재프로파일분석 방법을 사용하였다. 분석 결과, 초, 중, 고 학생의 부모-자녀 간 대화 빈도에 대한 인식 차이는 초등학생 6개 잠재계층(자녀 학교생활 대화 상, 자녀 상-부모 학교 생활 대화 상, 자녀 하-부모 하, 자녀 상-부모 상, 자녀-부모 학교생활 대화 상, 자녀 하-부모 중), 중학생 6개 잠재계층(자녀 하-부모 하, 자녀 중-부모 중, 자녀 상-부모 하, 자녀 상-부모 중상, 자녀 하-부모 상, 자녀 최상-부모 최상), 고등학생 7개 잠재계층(자녀-부모 학교생활 대화 상, 자녀 상-부모 하, 자녀 중-부모 중, 자녀 중-부모 상, 자녀 하-부모 하, 자녀 상-부모 중상, 자녀 최상-부모 최상)이 존재하는 것으로 확인되었다. 그리고 초, 중, 고 모두 잠재계층에 따라 진로개발역량(자기이해와 사회성, 직업이해, 진로탐색, 진로설계와준비도)과 학업적 특성(자율적 학습 동기, 자기주도학습)에 차이가 있는 것으로 나타났으며, 대체로 부모-자녀 모두 대화 빈도가 높다고 인식한 집단과 부모보다 자녀가 인식한 대화 빈도 수준이 높은 집단의 진로개발역량과 학업적 특성 점수가 높은 것으로 확인되었다. 본 연구는 초, 중, 고 학생은 부모와의 대화 빈도를 부모와 다르게 인식할 수 있으며, 이와 같은 인식의 차이가 진로개발역량과 학업적 특성에 영향을 미칠 수 있음을 시사한다.

Keywords

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