학습몰입이 진로자기효능감, 교육만족도, 수업지속의도에 미치는 영향 미용특성화고등학교 미용 방과 후 학습을 중심으로
A Study on the Effects of Learning Commitment on Career Self-efficacy, Educational Satisfaction and Intention to Continue Learning: Focusing on after-school classes among cosmetology-specialized high school students
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This study attempted to analyze the effects of after-school learning commitment on career self-efficacy, educational satisfaction and intention to continue learning among students from cosmetology-specialized high schools. The study results found the following. As learning commitment improved, career self-efficacy, educational satisfaction and intention to continue learning all increased. In addition, a positive correlation with statistical significance was observed between career self-efficacy/educational satisfaction and intention to continue learning, which means that as career self-efficacy and educational satisfaction improve, the intention to continue learning increases. Furthermore, a positive correlation with statistical significance was detected between learning commitment/career self-efficacy/educational satisfaction and intention to continue learning. That is, learning commitment, career self-efficacy, educational satisfaction and intention to continue learning all showed statistical significance. In intention to continue learning taking learning commitment and career self-efficacy as independent variable and mediator, respectively, however, no statistical significance was found. This indicates that learning commitment has an influence on career self-efficacy and educational satisfaction and a direct effect on intention to continue learning. Even so, it showed no statistical significance in intention to continue learning taking career self-efficacy as a mediator. In this study, learning commitment has a direct effect on the improvement of intention to continue learning. However, no statistical significance was found when career self-efficacy is taken as a mediator. In addition, it was shown that learning commitment has an influence on intention to continue learning with educational satisfaction as a mediator. Therefore, the study results confirmed that the sub-factors of educational satisfaction (e.g., guidance teachers, facilities, educational environment, programs, curriculum, evaluation & effects, etc.), not career self-efficacy, can improve learning commitment and intention to continue learning.
Abstract
This study attempted to analyze the effects of after-school learning commitment on career self-efficacy, educational satisfaction and intention to continue learning among students from cosmetology-specialized high schools. The study results found the following. As learning commitment improved, career self-efficacy, educational satisfaction and intention to continue learning all increased. In addition, a positive correlation with statistical significance was observed between career self-efficacy/educational satisfaction and intention to continue learning, which means that as career self-efficacy and educational satisfaction improve, the intention to continue learning increases. Furthermore, a positive correlation with statistical significance was detected between learning commitment/career self-efficacy/educational satisfaction and intention to continue learning. That is, learning commitment, career self-efficacy, educational satisfaction and intention to continue learning all showed statistical significance. In intention to continue learning taking learning commitment and career self-efficacy as independent variable and mediator, respectively, however, no statistical significance was found. This indicates that learning commitment has an influence on career self-efficacy and educational satisfaction and a direct effect on intention to continue learning. Even so, it showed no statistical significance in intention to continue learning taking career self-efficacy as a mediator. In this study, learning commitment has a direct effect on the improvement of intention to continue learning. However, no statistical significance was found when career self-efficacy is taken as a mediator. In addition, it was shown that learning commitment has an influence on intention to continue learning with educational satisfaction as a mediator. Therefore, the study results confirmed that the sub-factors of educational satisfaction (e.g., guidance teachers, facilities, educational environment, programs, curriculum, evaluation & effects, etc.), not career self-efficacy, can improve learning commitment and intention to continue learning.
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