홀랜드 직업성격에 따른 학습기술과 학업성적 간의 관계 분석

Abstract

본 연구의 목적은 중학생들(N=268)에서 나타나는 홀랜드 직업성격과 학습기술 및 학업성적 간의 관련성을 확인하는데 있다. 여섯 개의 홀랜드 직업성격유형인 실재형(Realistic), 탐구형(Investigative), 예술형(Artistic), 사회형(Social), 기업형(Enterprising), 관습형(Conventional)에 따라 학업성적에 차이가 있음을 밝혔다. 실재형(Realistic) 직업성격유형 점수가 높을수록 학업성적은 낮아지는 것으로 나타났고, 탐구형(Investigative) 직업성격유형 점수가 높을수록 학업성적은 높아지는 것으로 나타났다. Amos 구조방정식 모형 분석결과 홀랜드 직업성격유형이 학업성적에 미치는 효과는 학습기술에 의하여 부분 매개되는 것으로 나타났다. 중학생들의 홀랜드 직업성격과 학습기술에 따른 학업성적 향상의 측면에서 연구결과의 의의를 논의하였고, 본 연구의 제한점 및 후속연구에 대한 제언들도 논의하였다.The purpose of this study is to examine the relationships among Holland`s vocational personality types, academic skills and academic achievement in 268 middle school students. The results of this study can be summarized as follows. The results show that academic achievement has been affected by Holland`s six vocational personality types - realistic, investigative, artistic, social, enterprising, and conventional. In particular, realistic personality negatively affected academic achievement, while investigative personality affected positively academic achievement. Based on Amos`s analysis, it was found that the effect of realistic and investigative personality on academic achievement was partially mediated by academic skills. The implications of these results were discussed from the perspective of how academic achievement of the middle school students could be improved based on the relationship identified in this study between Holland`s vocational personality types and academic skills. The limitations of this study as well as the suggestions for further investigations were discussed.