고등학생의 지적 호기심과 진로 적응성의 관계에서 자기주도학습의 매개효과

초록

Purpose: This study aims to explore strategies for enhancing career adaptability among high school students by analyzing the structural relationship between epistemic curiosity, self-directed learning, and career adaptability. In particular, it investigates the mediating role of self-directed learning in the relationship between epistemic curiosity and career adaptability. Method: A survey was conducted among 505 high school students across the country, and data from 461 students were analyzed using SPSS 21.0 and AMOS 21.0 after excluding unfaithful responses. Results: Epistemic curiosity does not directly impact career adaptability; however, self-directed learning fully mediates this relationship. Self-directed learning plays an important role in enhancing career adaptability and positively influences career adaptability through its relationship with epistemic curiosity. Conclusion: This study suggests the importance of career education and counseling programs integrated with the curriculum to enhance high school students' career adaptability, emphasizing the need for support from professional programs both within and outside of school.

키워드