대학생이 인식하는 학생성공 개념에 관한 탐색적 연구: CQR-M 분석을 중심으로
An Exploratory Study on the Concept of Student Success Recognized by College Students
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본 연구는 대학생이 인식하는 학생성공의 개념을 조사하기 위한 탐색적 연구이다. 학생들의자유로운 생각을 듣기위해 온라인 설문지를 활용해 개방형 설문을 진행하고 99명의 응답을분석하였다. 응답결과는 CQR-M(Consensual Qualitative Research-Modified)을 사용하여 분석하였다. 분석결과 ‘학생성공의 의미’, ‘학생성공을 위한 대학 환경 요인’, ‘학생성공에 필요한 심리적 요인’ 등 3개의 영역에서 25개 범주가 도출되었다. 첫 번째 영역인 대학생이 인식하는‘학생성공의 의미’에서는 ‘학업성취․취업 역량 증진․다양한 경험 쌓기․만족스러운 취업․ 원하는 진로 설정․관계형성 능력 증진․나만의 목표 설정과 달성․자기 개발․만족스러운대학생활’의 9개의 범주가 도출되었다. 두 번째 영역인 ‘학생성공을 위한 대학 환경 요인’에서는 ‘진로개발 지원․직무역량 향상 시스템․대학생활 참여지원․인적 네트워크 형성 기회․학습역량 증진 시스템․경제적 지원 확대․학생 편의를 위한 환경’으로 7개 범주가 도출되었다. 세 번째 영역인 ‘학생성공에 필요한 심리적 요인’에서는 ‘학습능력․자기효능감․ 대인관계 유능성․자기인식 및 개선․직무역량․자기조절 능력․풍부한 경험․진로인식․자존감’의 9개의 범주가 도출되었다. 각 영역별 빈도와 결과를 분석하여 제시하고, 연구의 의의와 제한점을 논의하였으며, 후속연구에 대한 제언을 하였다.
Abstract
This study is an exploratory study to investigate the concept of student success recognized by college students. In order to listen to students' free thoughts, an open questionnaire was conducted using an online questionnaire and 99 responses were analyzed. The response results were analyzed using CQR-M (Consensual Qualitative Research-Modified). As a result of the analysis, 25 categories were derived from three domains. The frist domain, ‘meaning of student success’ recognized by college students is with 9 categories: ‘academic achievement’, ‘job competency improvement’, ‘gaining diverse experiences’, ‘satisfactory employment’, ‘setting of desired career path’, ‘relationship-building ability improvement’, ‘setting and achievement of own goals’, ‘self-development’, and ‘satisfactory college life’. The second domain, ‘college environmental factors for student success’ is with 7 categories: ‘career development support’, ‘job competency improvement system’, ‘support for participation in college life’, ‘opportunities to form human networks’, ‘learning capability enhancement system’, ‘expansion of economic support’, and ‘environment for student convenience’. The third domain, ‘psychological factors necessary for student success’ is with 9 categories: ‘learning ability’, ‘self-efficacy’, ‘interpersonal competence’, ‘self-awareness and improvement’, ‘job competency’, ‘self-regulation ability’, ‘rich experience’, ‘career awareness’, and ‘self-esteem’. The frequency and results of each domain were analyzed and presented, the significance and limitations of the study were discussed, and suggestions for subsequent studies were made.
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