産業體 學校 女學生의 自我槪念 學業成就度 및 職場業務 適應度間의 相關關係

Abstract

本 硏究는 産業體 附設學校 學生의 自我槪念을 測定하고 自我槪念과 學業成就度 및 職場에서의 業務適應度間의 相關關係를 밟히고자 하는 것이다. 이를 通해 그들이 보다 肯定的인 自我槪念을 갖고 學校敎育 및 職場業務面에서 좀 더 높은 效果를 나타낼 수 있도록 基礎資料를 제공하여 주는 데 그 意義와 必要性이 있다. 이에 本 硏究에서 究明하고자 하는 問題는 다음과 같다. 첫째, 産業體 學生들의 自我槪念과 學業成就度間에는 어떠한 相關關係가 있는가를 알아보려고 한다. 둘째, 産業體 學生들의 自我槪念과 職場에서의 業務適應度間에는 어떠한 相關關係가 있는가를 알아보려고 한다. 세째. 産業體 學生들의 學業成就度와 職場에서의 業務適應度面에는 어떠한 報關關係가 있는가를 알아보려고 한다. 本 硏究問題를 알아내기 위하여 서울市 근교에 위치한 産業體 附設 女子高等學校를 對象으로 하였다. 測定道具로는 鄭元植(1968)의 自我槪念檢査, 硏究者가 作成한 職場業務 職場業務滿足度調査, 그리고 硏究對象 學生이 勤務하는 職場의 勤務評定과 學業成績이었다. 調査結果, 모집된 資料를 가지고 産業體 學生들의 自我槪念과 學業成就度 및 職場에서의 業務適應度間의 相關關係를 알아보기 위하여 統計的 處理를 하였으며 資料의 分析結果 및 結論은 다음과 같다. 첫째, 産業體 學生들의 自我槪念과 學業成就度間에는 .13∼.19의 相關關係가 나타남으로써 대체로 有義한 正的 相關이 있었다. 따라서 自畿槪念點數가 높은 集團이 自我槪念點數가 낮은 集團보다 學業成就度에서 상대적으로 높은 점수를 나타내는 것으로 分析되어진다. 둘째. 産業體 學生들의 自我槪念과 職場에서의 業務滿足度間에는 .17∼.35의 正的 相關이 나타났다. 따라서 自我槪念點數가 높은 集團이 自我槪念點數가 낮은 集團보다 職場業務 滿足度에서 상대적으료 높은 점수를 나타내는 것으로 分析되어진다. 그러나 自我槪念과 職場에서의 業務遂行度間에는 아무런 相關關係가 나타나지 않음으로써 自我槪念點數가 높은 集團이거나 自我槪念點數가 낮은 集團이거나 그들의 職場에서의 業務遂行度에는 아무런 差異가 없는 것으로 分析되어진다. 세째, 産業體 學生들의 學業成就度와 職場에서의 業務滿足度閒에는 아무 意義있는 相關이 없고 오히려 學業成就度가 높을수록 업무상에서 肯定的 自我觀을 성립하지 못하는 것으로 나타났다. 한편, 學業成就度와 職場에서의 業務遂行度間에는 .12의 正的 相關이 나타남으로써 學業成就度가 높은 集團이 學業成就度가 낮은 集團보다 職場業務 遂行度에서 상대적으로 높은 점수를 나타내는 것으로 分析되어진다.;It is a generally accepted hypothesis that there are correlations among one's self-concept, academic achievement and adaptability to the work on the job. The main purpose of the present thesis, confining the object of research to the students of high school attached to industry, is to measure their self-concept and to test how their self-concept affects their academic achievement and adaptability to the work on the job. We can find the necessity and significance of this research in providing the basic data for the engancement of the effectivemess of school education and work on the job with more affirmative self-concept. Three focal problems to be explained in this research are following. First, is there any correlation between the self-concept and the academic achievement of the students of high school attached to industry? Secondly, is there any correlation between the self-concept and adaptability to the work on the job of them? Thirdly, can we find any correlation between the academic achievement and adaptability to the work on the job of them? To acquire the relevant data, the questionaires were dis-tributed into and collected from a girls' high school attached to industry located in the suburbs of Seoul. The means of measure for self-concept were referred from "Scale of Self-Concept(Chung Won Shik, 1968)", and the measure for the degree of satisfaction at the work on the job were designed by researcher herself. And the work efficiency of students estimated by their employers and the academic scores of them were used . Using the collected data, we implemented the statistical analysis to test the correlations among the self-concept, the academic achievement, and adaptability to the work on the job of the students of high school attached to industry. The results obtained are as follows . First, the coefficient of correlation between the self-concept and the academic achievement of the students of high school attached to industry was calculated as.13-,19. This positive correlation can be interpreted as it that the group with high self-concept score shows relatively higher academic score than the group with low self-concept score. Secondly, the coefficient of correlation between the self-concept and the degree of satisfaction at the work on the job of the students of high school attached to industry was calcu-latea as. .17-.35. This positive correlation means that the group with high self-concept score tends to be more adaptable to the work on the job than the group with low self-concept scored However, we can not find any significant correlation between the setf-concept and the work efficiency of the students of high school attached to industry. Thirdly, there is not any significant correlation between the academic achievement and the degree of satisfaction at the work on the job. Rather, students with high academic achievement tend to think about their work negatively. However, the coefficient of correlation between the academic achievement and the work efficiency was calculated as .12 This positive correlation means that the group with high academic achieve-ment tends to be more efficient to the work on the job fhan the group with low academic achievement