부모와의 대화가 내재동기와 자기주도학습을 통해 초등학생의 진로개발역량에 미치는 영향: 희망직업 유무에 따른 차이
Impact of Parent-Child Conversations on Elementary School Students’ Career Development Competencies: The Mediating Roles of Intrinsic Motivation and Self-Directed Learning and Group Differences by Desired Career Aspiration
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초록
본 연구에서는 초등학생의 진로개발역량을 예측하는 부모와의 대화빈도와 내재동기 및 자기주도학습 간의 구조적 관계를 확인하고, 이어 희망직업 유무 집단에 따라 이러한 관계가 차이를 보이는지 검증하였다. 분석을 위해 ｢2023년 초⋅중등 진로교육현황 조사｣ 중 초등패널 6학년의 응답 자료를 활용하여 확인적 요인분석과 구조방정식모형 검증, 다집단 분석을 순차적으로 실시하였다. 연구결과 첫째, 부모와의 대화빈도가 높을수록 내재동기와 자기주도학습, 진로개발역량이 높아졌다. 둘째, 내재동기가 높을수록 진로개발역량이 높아졌다. 셋째, 희망직업이 있는 집단은 희망직업이 없는 집단에 비해부모와의 대화빈도가 자기주도학습에 미치는 직접효과가 더 크게 나타났다. 또한 내재동기에서 진로개발역량에 미치는 직접효과는 희망직업이 있는 집단에서 더 크게 나타난 반면 자기주도학습에서 진로개발역량에 미치는 직접효과는 희망직업이 없는 집단에서만 유의하게 나타났다. 마지막으로 부모와의 대화빈도가 내재동기를 매개로 진로개발역량에 미치는 간접효과는 희망직업이 있는 집단에서 더크게 나타났고, 자기주도학습을 매개로 진로개발역량에 미치는 간접효과는 희망직업이 없는 집단에서만 유의하게 나타났다. 연구결과는 초등학생의 진로개발역량이 부모와의 대화, 내재동기, 자기주도학습 간의 상호작용 속에서 형성됨을 확인하고, 직업포부의 한 지표인 희망직업을 가지는 것에 대한 중요성을 강조하였으며, 맞춤형 진로교육과 가정-학교 연계 진로지지의 필요성을 시사한다.
Abstract
This study assessed the relationship among intrinsic motivation, self-directed learning, and the frequency of conversations with parents in predicting elementary school students’ career development competencies. Furthermore, whether this relationship differs according to the presence of a desired career aspiration was investigated. Using responses from sixth-grade students in the “2023 National Survey on Career Education in Elementary and Secondary Schools” in Korea, the study employed confirmatory factor analysis, structural equation modeling, and multi-group analysis. The results revealed that first, more frequent conversations with parents were associated with higher levels of intrinsic motivation, self-directed learning, and career development competencies. Second, intrinsic motivation positively predicted students’ career development competencies. Third, the group of students with a desired career exhibited a significantly greater positive direct effect of parent–child conversation frequency on self-directed learning than the group without a desired career. In addition, the direct impact of intrinsic motivation on career development competencies was greater in the group with a desired career. In contrast, the direct effect of self-directed learning on career development competencies was significant only in the group without a desired career. Finally, the indirect impact of parent–child conversation frequency on career development competencies through intrinsic motivation was relatively greater in the group with a desired career, whereas the indirect effect through self-directed learning was significant only in the group without a desired career. These findings underscore that elementary students’ career development competencies are shaped through the interplay of parental interaction, motivation, and learning autonomy, and highlight the importance of fostering career aspirations. The study reveals the need for individualized career education as well as strengthened career support systems that connect families and schools.