후기 청소년의 자기효능감 실태 분석

Abstract

Background: This study addresses the importance of self-efficacy in college students, particularly in the context of extracurricular programs. Self-efficacy, a critical factor influencing students’ motivation and performance, is analyzed to understand its characteristics and contributing factors. Recognizing the role of extracurricular programs, the study seeks to explore how these activities can support the development of self-efficacy in students. Purpose: The primary aim of the study is to provide foundational data to effectively support the formation of students' self-efficacy through college extracurricular programs. Specifically, it seeks to analyze the levels and characteristics of self-efficacy among college students and explore differences across gender and grade groups. Methodology: The study analyzed self-efficacy by categorizing it into two dimensions: avoidance self-efficacy and executive self-efficacy. Data were collected from college students participating in extracurricular programs. Statistical analyses, including descriptive statistics and correlation analyses, were conducted to identify differences in self-efficacy across gender and grade levels and to examine the relationship between the two dimensions of self-efficacy. Findings: The findings of this study reveal important insights into the characteristics and dynamics of self-efficacy among college students. Self-efficacy was categorized into two distinct dimensions: avoidance self-efficacy, which pertains to resisting negative behaviors, and executive self-efficacy, which relates to initiating and performing tasks effectively. Descriptive analysis showed clear differences between these dimensions, emphasizing their unique roles. However, there were no significant differences in self-efficacy levels based on gender or academic grade, indicating that these factors do not play a major role in shaping self-efficacy within the context of extracurricular programs. Additionally, a significant positive correlation was observed between avoidance and executive self-efficacy, suggesting that these two dimensions are interrelated and may influence each other. These findings underscore the potential of extracurricular programs to address and enhance both aspects of self-efficacy, irrespective of demographic differences. Conclusions: This study concludes that while gender and grade do not significantly impact self-efficacy levels, the interplay between avoidance and executive self-efficacy highlights the complex nature of this construct. These findings suggest that extracurricular programs can play a pivotal role in fostering self-efficacy by addressing both dimensions. The insights gained from this research can guide educators and program developers in designing targeted interventions to enhance students' confidence and capabilities through extracurricular activities.