농업계 고등학생들의 사회적지지, 자기효능감 및 적응간의 구조방정식 분석
The Analysis on the Structural Equation Modeling among Social Support, Self-efficacy and Adjustment for Agriculture High School Students
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The purpose of this study was to clarify the relationship between the effects of social support and self-efficacy on adaptation to school. The testing groups for this work were picked from those who were students three self-managed agricultural high schools located in Gyeonggi-do, Chungcheongnam-do and Jeollanam-do in November, 2004. We selected 400 students of them by using convenience sampling method. 380 of 400 questionnaires in total, collection rate 95%, were returned. From the 380, 27 questionnaires were judged to be either insincerely answered or not answered completely. Thus, 353(88%) questionnaires were used for the actual analysis. The conclusions of this study are as follows : first, social support of agricultural students was related to confidence, self control, difficulty of task, ego and motivation for achievement. However, it had no relation to individual support from friends, family, and other social activities. Secondly, a revised model of this study is an acceptable and good model. Finally, agricultural high school students with high self-efficacy adapted well to school. On the other hand, social support had some effect on individual support from friends and family, but didn't have much effect on adaptation to school.
Abstract
The purpose of this study was to clarify the relationship between the effects of social support and self-efficacy on adaptation to school. The testing groups for this work were picked from those who were students three self-managed agricultural high schools located in Gyeonggi-do, Chungcheongnam-do and Jeollanam-do in November, 2004. We selected 400 students of them by using convenience sampling method. 380 of 400 questionnaires in total, collection rate 95%, were returned. From the 380, 27 questionnaires were judged to be either insincerely answered or not answered completely. Thus, 353(88%) questionnaires were used for the actual analysis. The conclusions of this study are as follows : first, social support of agricultural students was related to confidence, self control, difficulty of task, ego and motivation for achievement. However, it had no relation to individual support from friends, family, and other social activities. Secondly, a revised model of this study is an acceptable and good model. Finally, agricultural high school students with high self-efficacy adapted well to school. On the other hand, social support had some effect on individual support from friends and family, but didn't have much effect on adaptation to school.
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