Earticle

본 연구는 사례기반학습(CBL)에 기초하여 온라인 자기개발 교양 교과목을 적용한 사례 연구이다. 팬데믹 상황에서 확장되는 온라인 교수-학습 환경에서 사례기반학습을 적용한 사례 정보를 제공하고 온라인 교육에서 사 례기반학습의 활용 가능성을 모색하고자 한다. 이를 위하여 본 연구는 자기개발 교과목 구성요소를 도출하고, 사 례기반학습 교수-학습 전략에 따라 15차시 수업을 구성하였다. A사이버대학에서 2021-1학기에 과목을 수강한 620명을 대상으로 만족도 평가를 실시하였다. 양적 분석을 통해 만족도를 확인하고, 질적 분석을 통해 온라인 교 수-학습 환경에서 ‘사례’의 의미를 확인하였다.

This study is a case study that applies online self-development general education course based on Case Based Learning(CBL). The study seeks to provide case information that applies CBL to an online teaching-learning environment and explore the possibility of using CBL in online education. To this end, self-development course components were derived, and 15 weeks classes were organized according to CBL teaching-learning strategies. The satisfaction assessments were conducted on 620 students who took this course in 2021-1 at A Cyber University. Satisfaction assessment was confirmed through quantitative analysis, and the meaning of 'case' in online teaching-learning environments was verified through qualitative analysis.

Purpose: The aim of this study was to develop a self-control competency scale for school-aged children and to confirm its reliability and validity. Methods: This study involved methodological research to verify the reliability and validity of a self-control competency scale for school-aged children. Data were collected from 438 students in the fifth and sixth grades of elementary school. Results: The self-control competency scale was composed of 13 items and six subscales (control of relationship with one's teacher, problem-solving, peer empathy, control of relationships with one's peers, impulse control, and emotional control). The internal consistency reliability of the scale was evaluated using Cronbach's ?, which was .83 for the entire scale and ranged from .65 to .76 for the subscales. The model of six subscales was validated by CFA (CMIN/df=1.977; p<.001, GFI=.94, SRMR=.050, RMSEA=.065, IFI=.95, TLI=.93, CFI=.95). Concurrent validity was evaluated by comparing this scale to the scale developed by Nam and Ok (2000), and a significant correlation was found (r=.82, p<.001). On this scale, higher scores indicate higher levels of self-control among late-school-aged children. Conclusion: This scale can be used as a valid and reliable instrument for examining self-control competency among late-school-aged children.

본 연구의 목적은 여대생의 취업준비와 밀접한 관련이 있는 자기개발역량과 취업준비도를 구조적으로 분석하여 그 영향관계를 파악하고, 취업준비도 향상을 위해 집중해야할 요인을 파악하여 궁극적으로 여대생의 취업이 잘 되도록 하는 것이다. 연구절차와 방법에서 자기개발역량과 취업준비도에 대한 변수를 상세화하고 연구모형을 생성하였으며, 변수간의 영향관계를 구조적으로 분석하는 과정에서 연구모형을 개선하였다. 본 연구의 결과로 취업준비도 향상에 가장 중요한 변수 는 경력개발능력으로 나타났다. 본 연구의 기여도는 자아인식능력과 자기관리능력이 경력개발능력의 매개효과에 의해 취업 준비도에 긍정적 영향을 가진다는 것을 밝혀낸 것이며, 특히 경력개발능력이 여대생의 취업준비도 향상에 결정적인 변수라 는 것을 밝힌 것이다. 자기개발능력의 향상을 위한 새로운 교육정책의 입안은 여대생의 취업에 도움이 될 것으로 기대하며, 향후 연구에서 구체적인 교육 방안과 실행에 대한 사례분석이 본 연구를 기반으로 더욱 발전되어 나타나기를 기대한다.

The purpose of this study is to analyze the effects of self-development competency on employment readiness for job achievement of women’s university students and to enhance the recruiting rate of female students ultimately. This paper classified the factors of self-development competency and employment readiness and defined a new research model. This study is meaningful what self-development competency is actually helpful for female undergraduates to get a job. Both self-recognition skill and self-control skill have positive primary effects on their career development skills in self-development competency. Career development skills has a positive secondary effect on not only their goal setting for job seeking but also their searching for job information. This paper suggests that career development skills is of paramount importance so as to improve employment readiness. It is expected that executable education policies and cases can be more developed on the basis of this study.

본 연구는 무용전공 여자대학생을 대상으로 감성지능이 셀프리더십과 경력개발역량에 미치는 영향력을 규명하 려는 목적으로 수행되었다. 연구의 목적을 달성하기 위하여 서울과 경기소재 6개 대학교의 무용학과 여자대학 생을 대상으로 설문지 총 300부를 배포 후, 290부를 최종 분석에 활용하였다. SPSS 23.0 통계 프로그램을 활 용하여 빈도분석, 탐색적 요인분석, 상관분석, 다중회귀분석 등으로 결과를 도출하였다. 첫째, 무용전공 여대생 의 감성지능이 셀프리더십에 유의한 영향을 미치는 것으로 나타났다. 둘째, 무용전공 여대생의 감성지능이 경 력개발역량에 유의한 영향을 미치는 것으로 나타났다. 셋째, 무용전공 여대생의 셀프리더십이 경력개발역량에 유의한 영향을 미치는 것으로 나타났다. 이에 본 연구에서는 무용전공 여대생의 감성지능을 향상시키는 것이 셀프리더십을 향상시킬 뿐 아니라 무용수의 경력개발에도 직, 간접적으로 영향을 미치는 것으로 확인되었다.

This study was conducted for the purpose of investigating the influence of emotional intelligence on self-leadership and career development capabilities for female university students majoring in dance. In order to achieve the purpose of the study, a total of 300 copies of the questionnaire were distributed to female university students majoring in dance at six universities in Seoul and Gyeonggi-do, and 290 copies were used for the final analysis. Results were derived through frequency analysis, ex-ploratory factor analysis, correlation analysis, and multiple regression analysis using the SPSS 23.0 statistical program. First, it was found that the emotional intelligence of female college students majoring in dance had a significant effect on self-leadership. Second, it was found that the emotional intelligence of female college students majoring in dance had a sig nificant effect on career development capabilities. Third, it was found that the self-leadership of female college students major ing in dance had a significant effect on career development capabilities. Therefore, in this study, it was confirmed that improv ing the emotional intelligence of female college students majoring in dance not only improves self-leadership but also directly or indirectly affects the career development of dancers.

이 연구는 중ㆍ고등학생의 온라인 진로활동 여부에 따른 진로개발역량과 자기주도학습의 차이를 분석하고, 온라인 진로활동이 진로개발역량 및 자기주도학습에 미치는 영향을 검토하기 위한 목적으로 수행하였다. 이를 위하여 교육부ㆍ한국직업능력개발원의 2016~2019년 초ㆍ중등 진로교육 현황조사 중학생 및 고등학생 데이터를 활용하였고, 독립변수인 온라인 진로활동은 진로정보탐색과 직업정보탐색 변수로 구분하여 분석하였다. 주요 연구 결과는 다음과 같다. 첫째, 온라인을 통해 진로정보탐색 및 직업정보탐색 활동을 하는 중ㆍ고등학생 비율은 2016~2019년 동안 매년 지속적으로 증가한 것으로 확인 되었다. 둘째, 진로정보탐색 활동은 오프라인보다 온라인 활용 학생의 진로개발역량과 자기주도학습 수 준이 통계적으로 유의미하게 높은 것으로 나타났다. 반면, 직업정보탐색 활동은 오프라인보다 온라인 활용 학생이 진로개발역량은 높지만, 자기주도학습 수준은 낮은 것으로 나타났다. 셋째, 온라인 진로정 보탐색은 중ㆍ고등학생의 진로개발역량 및 자기주도학습에 긍정적인 영향을 미친 것으로 나타났다. 그 러나 온라인 직업정보탐색은 학생의 진로개발역량 및 자기주도학습에 모두 부정적인 영향을 미쳤다. 이러한 결과를 토대로 중ㆍ고등학생이 온라인 진로ㆍ직업정보탐색 활동을 통하여 진로개발역량과 자기 주도학습 능력을 증진할 수 있는 진로교육 관련 교육적ㆍ정책적 제언을 제시하였다.

This study investigates the differences in Career Development Competency (CDC) and Self-Directed Learning (SDL) according to online career exploration activities among middle and high school students. Also, it examines the effect of online career exploration activities on CDC and SDL. The study uses middle and high school students’ data for analysis from 2016～2019 of the School Career Education Survey conducted by the Ministry of Education and Korea Research Institute for Vocational Education & Training (KRIVET). The independent variable, online career exploration activities, classify into Educational Information Search (EIS) and Job Information Search (JIS) activities. The main results are as follows. First, students who use online for EIS and JIS have increased from 2016 to 2019. Second, the student group that uses the online for EIS has a higher CDC and SDL level than the offline use group. However, the student group who uses the online for JIS has a higher CDC level and a lower SDL level than the offline use group. Third, the online EIS activity positively affects the CDC and SDL. However, online JIS activity negatively influences student’s CDC and SDL. Based on these results, the study presents practical and policy suggestions related to career education for middle and high school students to improve their career development and self-directed learning capabilities through online EIS and JIS activities.

정부, 공공기관, 민간기업 등에서 활용하고 있는 다면평가제도의 도입목적은 성과급, 승진 등 의 인사판단을 위한 의사결정 관리 목적과 피평가자의 교육훈련 및 역량 향상을 위한 개발 목 적으로 구분할 수 있다. 본 연구에서는 개발 목적 측면에서 다면역량평가 특성, 평가결과 수용 성, 조직공정성과 자기개발 동기 등에 대한 관계를 살펴보았다. 연구결과를 보면, 다면역량평가 의 특성인 평가지표 타당성, 평가집단 구성 적절성, 피드백 적절성, 평가결과 활용도는 평가결과 수용성에 유의한 영향을 미치고 평가결과 수용성은 자기개발 동기에 유의한 영향을 미치는 것 으로 나타났다. 다면역량평가의 특성 중 평가집단 구성 적절성, 피드백 적절성, 평가결과 활용도 는 자기개발 동기에 유의한 영향을 미치고 다면역량평가 결과 수용성이 독립변수인 다면역량평 가 특성과 종속변수인 자기개발 동기와의 관계에서 평가지표 타당성을 제외한 평가집단 구성 적절성, 피드백 적절성, 평가결과 활용도는 부분 매개효과가 있는 것으로 나타났다. 평가결과 활 용도에 대해서는 인사 전보 및 보직임용에 대해서 인센티브 제공시보다 상대적으로 긍정적인 반응을 보였다. 본 연구의 시사점은 평가지표에서 피평가자의 업무실적에 대해서도 평가할 수 있도록 보완하고 평가집단을 구성함에 있어서 관찰기회, 평가능력 등을 고려하여 20∼30명 내 외의 인원으로 평가집단을 구성하여 평가자에 대해 사전에 충분한 이해와 교육을 시킬 필요가 있다. 또한, 피드백의 내용을 구체적이고 신속하게 하고 정확한 분석방법에 의해 다양한 정보를 제공함으로써 피평가자가 쉽게 이해하고 피드백 받은 정보에 대해 우선순위를 정하여 자기개발 에 활용할 수 있을 것으로 기대한다.

The introduction to a multi - rater system which has been applied more often in many organizations - from a public sector to a private sector - can be classified into two purposes. One is for decision making of personnel management, such as an incentive or a promotion, and the other is for development of the practical use for appraisees’ job training and an enhancement of their competencies. This study tried to analyze the characteristics of a multi - level competency appraisal system, result availability and a relationship between organization fairness and self - development motivation. The major findings of the study are follows; the characteristics of a multi - level competency appraisal system - the validity of evaluation indexes, the suitability of a composition of appraisees, the suitability of feedback, the utilization of evaluation result - have a significant effect on result availability and the result availability has an significant effect on a self - development motivation. The result competency of a multi - level competency appraisal system has some intermediary effects on the characteristics of the system, except the validity of evaluation indexes, in the relation between an independent variable which is the characteristics of a multi - level competency appraisal system and a self - motivation which is a dependent variable. In the utilization of evaluation result, reassignment and appointment are amplified to get more positive reactions than an incentive bonus. Based on these findings, implications of the research findings are discussed and recommendations for future research and provided.

자영업은 단순한 경제활동의 범주를 넘어 구조적으로 청년층의 취업을 대체하는 주요 경제활동으로 자리매김하고 있다. 자영업의 낮은 진입장벽이 청년층에게 매력으로 다가가지만, 충분히 준비되지 않은 창업은 큰 폐업의 위기를 수반할 것으로 우려된다. 이에 청년 창업 지원 방법으로 그들이 성공적인 사업 영위를 위해 필요한 역량을 함양할 수 있는 기회를 제공하는 것이 필요하다. 이에 이 연구에서는 청년들이 경험하는 자영업 준비 및 운영 과정에서 필요로 하는 학습요구를 탐색하고, 그 과정에서의 어려움을 극복하는 경험이 학습과 역량 형성과 어떠한 의미를 가지는지를 현상학적으로 확인하고자 한다. 이를 위해 청년 자영업자 9명을 대상으로 심층 면담을 진행하였다, 심층 인터뷰의 주요 내용은 자영업 진출을 위한 학습경험과 그 의미, 자영업을 하며 겪었던 위기 상황과 돌파 경험 및 그 과정에서 학습의 의미, 스케일업을 위한 자신의 역량형성 경험과 그 의미 등으로 구성하였다. 분석 결과는 다음과 같다. 첫째, 청년 자영업자는 자신의 이전 전공 및 경험을 기반으로 진출할 자영업 업종을 선택함으로써, 기존 자신의 역량을 최대한 발휘할 수 있는 환경을 선호한다. 둘째, 청년 자영업자가 경험하는 난관을 극복하는 과정에서 무형식 또는 비형식 형태의 학습 양상이 나타났다. 셋째, 청년 자영업자는 창업단계별 요구되는 학습 방식에 차이가 있고, 그과정에서 자신의 역량에 대한 객관적이고 현실적인 인식을 위한 성찰과 사업적 성장을 위한 학습이 중요하다. 넷째, 업종별 특수성을 고려한 문제해결을 위한 학습방법이 요구됨을 확인하였다. 이상의 연구 결과를 바탕으로 청년 자영업자의 지속가능성 영위 및 역량 강화를 위해서는 개인주도 훈련의 선택 방식을 확대하고 개인 맞춤형 역량형성 지원방안이 필요함을 정책적 제언으로 제시하였다.

Self-employment has evolved beyond a mere economic activity to serve as a structural alternative to traditional youth employment opportunities. Although the inherently low entry barriers associated with self-employment may appeal to young individuals, inadequately prepared business ventures pose substantial risks of failure. Therefore, providing young entrepreneurs with adequate opportunities to develop essential business competencies represents a critical approach to supporting youth entrepreneurship. The present study employed a phenomenological methodology to examine the learning experiences of young people throughout the preparatory and operational stages of self-employment, investigating the relationship between challenge resolution processes and learning outcomes. Nine young self-employed individuals participated in comprehensive interviews addressing their motivations for pursuing self-employment, crisis management strategies, and recommendations for governmental support in capacity development. The findings revealed four key patterns. Young entrepreneurs demonstrated a preference for business sectors that leveraged their existing academic and professional backgrounds, thereby optimizing their established skill sets. The process of overcoming operational challenges was characterized by informal and non-formal learning approaches. Stage-specific learning needs were identified throughout the entrepreneurship journey, with particular emphasis on self-reflective practices for realistic competency assessment and business development learning. Additionally, industry-specific problem-solving methodologies emerged as essential components of entrepreneurial success. These results support policy recommendations advocating for expanded individual-directed training options and personalized capacity-building interventions to enhance the sustainability and effectiveness of young self-employed individuals.

The study is to verify structural relationship among social support, self-leadership, career development competency and career preparation behavior among high school students, as well as to verify mediation effect of self-leadership and career development competency in the relationship between social support and career preparation behavior. To analyze these problems, this study surveyed 397 general high school students in Busan. The collected data were analyzes through structural equation modeling and the significance of each path was verified by bootstrapping analysis. The major findings of this study were as follows: First, there was a significant correlation between Social Support, Self-Leadership, Career Development Competency and Career Preparation Behavior. Second, we found that the link between social support and career preparation behavior was fully mediated by commitment to a self-leadership and career development competency. The results of this study can be used as basic data for effective career education for general high school students. In addition, it is meaningful to confirm that it is necessary to plan various and detailed activities in career education by identifying mediating role of self-leadership and career development competency.

본 연구는 간호대학생의 국제보건간호역량과 셀프리더십, 핵심역량에 간호역량개발 글로벌 특강 프로그램 이 미치는 효과를 검증하기 위해 수행되었다. 간호대학생 53명을 대상으로 간호역량개발 글로벌 특강프로그램 전 과 후 국제보건간호역량, 셀프리더십, 핵심역량을 측정한 단일군 전후 비교조사를 진행하였으며, SPSS/WIN 24.0 프로그램으로 분석하였다. 간호역량개발 글로벌 특강 프로그램은 총 610분 과정으로 진행되었으며, 3개의 섹션으 로 구성되었다. 프로그램 내용은 간호사의 역할과 책임, 미국간호사 되기, 간호사의 미래에 대하여 강의식과 Zoom을 통한 미국 교수와 미국 간호사와의 토론 방법으로 진행되었다. 프로그램 중재 결과 국제보건간호역량 (t=-6.72, p<.001), 셀프리더십(t=-3.30, p=.002), 핵심역량(t=-4.70, p<.001)이 모두 프로그램 적용 후에 향상되었으 며, 이는 통계적으로 의미가 있었다. 연구결과를 바탕으로 추후 국제보건간호역량, 셀프리더십, 핵심역량을 향상 시킬 수 있는 프로그램의 적용을 통해 간호대학생의 간호역량을 향상시키고, 나아가 국제적 리더로서의 간호사를 양성하는데 도움이 되기를 바란다.

This study was conducted to verify the effect of the nursing competency development global program(NCDGP) on global health nursing competency, self-leadership, and core competency of nursing students. This survey was conducted with 53 nursing students before and after the NCDGP program. Analysis was performed using the SPSS/WIN 24.0 program. NCDGP consists of three sections. The contents of the program included lectures on the roles and responsibilities of nurses, becoming a nurse in United state, and the future of nurses, as well as discussions with professors and nurses in United state via Zoom. As a result of the study, global nursing competency(t=-6.72, p<.001), self-leadership(t=-3.30, p=.002), and core competency(t=-470, p<.001) increased significantly. Based on the research results, it is hoped that it will help to improve nursing competency and educate as an global leader.

This study aims to examine the moderating effects self-directed learning ability and social support on the relationship between social comparison orientation and career development competency. For this, 700 middle school students (men=338, women=324) responded to the survey and utilized 662 students answers excluding some mistakenly collected ones. The moderating effect was analyzed through hierarchical regression by SPSS(ver.23). As a result, first, social comparison orientation, self-directed learning ability, and social support had significant effects on career development competency. Secondly, self-directed learning ability had significant moderating effect on the relationship of social comparison orientation and career development competency. Thirdly, social support had significant moderating effect on the relationship of social comparison orientation and career development competency. In addition, this implication and suggestion are provided for future researchers on the basis of result of this study.

본 연구는 구조방정식(Structural Equation Modeling, SEM)을 적용하여 자기주도학습이 진로개발역량에 미치는 직 접 효과뿐 아니라, 학교 만족과 부모 대화를 통한 간접효과를 확인하는 것이다. 연구의 데이터는 「진로교육법」 제6조(진로교육 현황조사)에 의해서 교육부 주관으로 하는 ‘초·중등 진로교육 현황조사 데이터’ 중에서 일반고 2019년도 자료이며. 불완전한 응 답을 제외하고 총 6,041명의 자료를 분석했다. 연구 결과는 다음과 같다. 첫째, 자기주도학습은 진로개발역량에 직접적으로 정 적 영향을 미치는 핵심 요인이었다. 둘째, 학교 만족도와 부모 대화는 자기주도학습과 진로개발역량와의 관계에서 유의한 매개 변수이었다. 셋째, 학교 만족도와 부모 대화는 부분 매개효과를 가지고 있었다. 끝으로, 진로교육과정의 시사점, 연구의 의의, 한계성, 추후 연구를 제언하였다.

This study applied Structural Equation Modeling (SEM) to examine both the direct effect of self-directed learning on career development competence and the indirect effects mediated by school satisfaction and parent–child communication. The data were drawn from the 2019 dataset for general high schools from the “National Survey on Career Education in Elementary and Secondary Schools,” conducted by the Ministry of Education pursuant to Article 6 (Survey on the Status of Career Education) of the Career Education Act. After excluding incomplete responses, a total of 6,041 students were included in the analysis. The findings are as follows. First, self-directed learning had a significant direct positive effect on career development competence. Second, school satisfaction and parent–child communication were significant mediators in the relationship between self-directed learning and career development competence. Third, both school satisfaction and parent–child communication exhibited partial mediating effects. Finally, implications for the career education curriculum, the limitations of the study, and suggestions for future research are discussed.

본 연구는 여행을 매개로 아동에게 필요한 핵심역량인 자기주도력과 협동능력을 함양하는 프로그램을 개발하고 초등학생을 대상으로 현장실험하여 차후 프로그램을 수정ㆍ보완하기 위한 기초자료를 마련하는데 목적이 있다. 목적 달성을 위해 자기주도학습 및 협동학습의 구성요소들을 여행경험과 혼합하여 프로그램을 구성하였으며, G시 초등학교 4~6학년 12명의 아동을 대상으로 현장실험하였다. 프로그램은 나 이해하기, 자기주도 여행을 위한 기초교육, 당일 미니여행 및 3박4일 제주도 여행의 계획ㆍ실행ㆍ평가의 4개 모듈로 구성되어 있으며, 여행을 포함하여 총 15회기로 되어 있다. 현장실험에 대한 평가는 프로그램이 얼마나 현장에 적용 가능한지, 참여아동과 보호자는 프로그램에 얼마나 만족하는지, 프로그램은 아동에게 자기주도력과 협동능력 측면에서 얼마나 도움이 되는지의 3가지 측면에서 이루어졌다. 평가결과, 프로그램이 실제 현장에 적용되는데 큰 어려움은 없으나 자기주도적으로 여행을 준비하는데 필요한 기술훈련과 여행계획 및 평가를 위한 충분한 회기 수 확보 및 내용 보완이 필요한 것으로 나타났다. 참여아동은 프로그램에 대체적으로 만족하였으며, 특히 보호자는 아동이 자기주도적으로 여행할 수 있는 기회였다는 점에서 매우 만족하며 유익하다고 생각하는 것으로 나타났다. 아동들은 자기주도적 여행능력, 정보검색능력, 의사소통능력 측면에서 특히 도움이 된다고 보고하였다. 3명의 개별 아동 변화에 대한 프로그램 진행자 평가에서도 자기주도력 및 협동능력 향상에 도움이 된 것으로 조사되었다. 연구를 통해 프로그램의 전체 구성틀 및 내용이 적절하며 현장에 적용 가능함이 확인되었고, 일부 수정ㆍ보완이 필요한 내용에 대한 논의를 진행하였다.

The purpose of this study is to develop a program that fosters the abilities of self-directedness and cooperation, which are essential for children, execute a field test for it, and modify the program based on the field test results. This study developed the program which implements travel experiences to include self-directed and cooperative learning components, and conducted a field test and evaluation on 12 children in 4th to 6th grade in G-city. The program consisted of 15 sessions with four modules: self-understanding, basic education on travels, planning, executing and evaluating on its one-day trip and 4-day trip. The evaluation of the field test was conducted regarding 1) how applicable the program was to the site, 2) how satisfied the participating children and their guardians were with the program, and 3) how helpful it was to enhance the children’s abilities of self-directedness and cooperation. The results showed that the program had less difficulties in terms of its execution in the actual field, yet it highlighted the necessities to increase the number of sessions and modify program contents for basic education on travels and sessions for planning and evaluating the trips. Participating children were generally satisfied with the program, and the guardians showed a big satisfaction and found it beneficial as it provided an opportunity for children to act self-directedly on the travel. The children reported that the program was particularly helpful in enhancing their abilities of self-directedness, information research, and communication. The changes of three children through out the whole program were recorded by the program providers, and the positive results were shown on their abilities of self-directedness and cooperation. The study confirmed that the entire framework and contents of the program were appropriate and applicable to the field, and further possible and needed modifications were discussed.

본 연구의 목적은 대학기관 및 대학생들이 대학생 인문역량을 스스로 평가할 수 있는 평가도구의 문항을 개발하고 이를 타당화하는 것이었다. 문항 개발 단계에 앞서, 이미 사 용되고 있는 대학생 핵심역량들의 개념들과 중첩되지 않도록 대학생 인문역량과 그 하 위요인들을 정의하고, 이를 기초로 62개의 예비문항을 개발하였다. C대학교를 중심으 로 학부 재학생 426명이 참여한 예비조사를 실시한 후, 탐색적 요인분석과 문항 수정 과 정을 통해 30개 문항이 선정되었다. 예비조사에서 구성된 30개 문항에 대한 타당화를 위 해 640명을 대상으로 본조사를 실시한 다음, 탐색적 요인분석, 내적합치도를 통한 신뢰 도 검증, 확인적 요인분석 결과를 바탕으로 최종 확정된 문항의 양호도를 확인하였다. 공 인타당도 확보를 위해 추가적으로 1,237명에게 대학생 역량평가를 실시한 뒤, 학생들의 대학생 핵심역량 평가 점수들 간의 상관관계 분석을 실시하였다. 또한, 본 연구에서 개발 된 인문역량 평가도구의 학생 전공별 점수에 대한 기술통계 분석을 통해, 도구의 준거 관 련 타당도를 검토하였다. 본 연구를 통해 개발된 대학생 인문역량 평가도구에서 정의된 총 3개 요인인 성찰역량, 심미역량, 리터러시역량의 구성 요인이 타당한 것으로 판단되 었다. 총 3개 요인으로 구성된 30개 문항에 대한 신뢰도는 매우 양호하며 구성타당도는 만족할만한 수준으로 나타났다. 전체 신뢰도 계수는 .96으로 나타났으며, 확인적 요인분 석을 통해 적합도를 검증한 결과, 모든 부합도 지수들이 매우 양호하게 나타났다. 학생들이 스스로 본인의 인문역량 수준을 스스로 측정해볼 수 있도록 개발된 대학생 인문역량 자가진단 평가도구는 분석 결과를 통해 타당한 평가도구임이 입증되었다. 본 연구의 타 당화 결과를 토대로 대학생 인문역량 자가진단 평가도구가 지니는 의의와 시사점에 대 해 논의하였다.

The purpose of this study was to develop and validate an assessment tools for self-evaluating Humanities Competency for college students. Prior to the questionnaires development stage, 62 preliminary questions were developed based on the definition of university students' humanities competencies and their sub-factors so as not to overlap with the concepts of the core competencies already in use. After conducting a preliminary survey involving 426 undergraduate students at C University, 30 questions were selected through exploratory factor analysis and modifying process. The survey was conducted on 640 people to make the 30 question items constructed from the preliminary survey, and the final questionnaires were finalized based on the results of the exploratory factor analysis, intrinsic consistency coefficients(Cronbach's α), and the confirmatory factor analysis. Also, the final survey with 30 items was administered to 1,237 undergraduates and correlational analysis was conducted. Evidences for confirmatory factor analysis suggested valid constructs with acceptable every fit indices. Results from reliabilities test were satisfactory. Also, good concurrent validity was shown through the correlation between this developed self-evaluating humanities competency and core competency assessment for college students. A total of three factors defined in the humanities competency assessment developed through this study were found to be reasonable: reflection competence, aesthetic competence, and literacy competence. The reliability of the 30 statements was very good and the construct validity was satisfactory. The overall reliability coefficient was .96, and the conformity factor analysis showed that all the fit indices were very good. The self-evaluating humanities competency assessment for college students, which was developed to allow students to measure their level of humanities on their own, was proved to be a valid evaluation tool for assessment. Implications and suggestions were discussed for further studies.

To combine the science and technology creativity necessary in the era of the 4th Industrial Revolution, it is necessary to cultivate talents who can discover new knowledge and create new values by combining various knowledge with self-directed mathematical competencies. This research attempted to lay the foundation for the curriculum for fostering future creative convergence talent by preparing, executing, and reflecting on the learning plan after learners themselves understand their level and status through self-directed learning. Firstly, We would like to present a teaching-learning plan based on the essential capabilities of the future society, where the development of a curriculum based on mathematics curriculum and intelligent informatization are accelerated. Secondly, an educational design model system diagram was presented to strengthen the self-directed learning ability of mathematics subjects in the electronic engineering curriculum. Consequently, through a survey, we would like to propose the establishment of an educational system necessary for the 4th industry by analyzing learning ability through self-directed learning teaching methods of subjects related to mathematics, probability, and statistics.

이 연구는 사회적으로 대학생에게 요구되는 실 질적인 역량을 측정할 수 있는 핵심역량 진단도 구를 개발하는데 목적이 있다. 핵심역량 문항 개 발을 위해 J대학에서는 SUPER 핵심역량으로 정 의하였다. SUPER 핵심역량은 사회에서 요구하는 인재 육성, 사회적 가치를 창출하는 창의적 실용 인재 양성을 교육목표로 실천하는 봉사인, 학습 하는 교양인, 도전하는 전문인을 인재상을 기반 으로 하였다. 이를 바탕으로 영성인성, 의사소통, 자기개발, 창의융합, +형협력으로 대학생 핵심역 량을 추출하였다. 핵심역량의 문항 구성은 선행 연구를 통해 135개 문항을 추출하였다. 그리고 전문가 대상으로 델파이 조사를 하여 126개 예 비문항을 개발 예비조사를 통하여 J대학교 학생 1,158명을 대상으로 본 조사를 하였다. 본 조사 결과를 바탕으로 Rasch모형으로 적합한 77문항 을 선정하였다. 선정된 77문항에 대해 확인적 요 인분석을 실시하여 최종적으로 70개 문항을 확 정하였다. 본 연구에서 개발된 핵심역량 진단도구는 5개 핵심역량에 15개 세부역량으로 구성되었다. 각 역량별 신뢰도와 타당도는 양호하였으며 신뢰도 계수는 .835~.900 수준이었으며, 확인적 요인분석 을 통한 적합도 검증 결과 모든 부합도 지수들 에 적합하였다. 본 연구를 통해 개발된 대학생 SUPER 핵심역량 자기인식 진단도구는 대학생들이 본인의 핵심역 량 수준을 스스로 측정해 볼 수 있는 도구임이 검증되었다. SUPER 핵심역량 자기인식 진단도구 를 바탕으로 대학생 역량을 확인하고 부족한 부 분에 보충함으로써 졸업후 사회적 적응에 도움이 될 것으로 기대된다.

The study aims to develop a core competency diagnostic tool that can measure the practical competencies required by college students in society. For the development of core competences, J University defined them as the SUPER core competences. SUPER's core competences were based on the Human Resources Award, which is a service to practice fostering human resources and creative practical talent that creates social value as required by society, a learning educator, and a challenging professional. Based on this, core competences of university students were extracted through spiritual christianity, universal communication, proactive challenge, exploratory creativity, and relational collaboration. The composition of the core competences was derived from 135 questions through prior research. In addition, a Delphi survey was conducted on experts and 126 preliminary questions were developed and the preliminary survey was conducted on 1,158 students from J University. Based on the preliminary results of the survey, 77 questions were selected suitable for the Rasch model. A final 70 questions were finalized after a positive factor analysis was conducted on 77 selected questions. The core competency assessment tools developed in this study consisted of 15 detailed capacities, each of which consisted of five core competences with three detailed The reliability and validity of each capacity were good and the overall reliability coefficient was good. The levels were between .835 and 0.900, and the conformity assessment results from a positive factor analysis were suitable for all conformity indices. It has been verified that the SUPER core competency self-recognition tool developed through this study is a tool that enables university students to measure their core competency levels on their own. Based on the self-recognition tool of SUPER core competency, it is expected to help students adapt to society after graduation by checking their competency and supplementing their deficiencies.

This study analyzed the relationship between individual’s self-directed competency development and organizational effectiveness. In particular, this study tested a mediating effect of self-efficacy on the relationship between competency development and organizational effectiveness. The results of this study are as follows. First, competency development of individual members had positive effects on job performance and job satisfaction. As discussed in the hypotheses, competency development improved job performance because it enhances job professionalism and job proficiency. Furthermore, it was verified that competency development elevates individual’s control over and domination of their jobs, and this gives them pleasure/satisfaction in their performing jobs. Second, self-efficacy acted as a mediating variable between competency development and organizational effectiveness. Competency development of individual members gave them trust and confidence to perform their jobs, which allows them to carry out their jobs in a better way, and to set higher goals, resulting in higher job performance. Also, it was verified that when individual members have confidence in their performing jobs as a result of competency development, they are less stressed and carry out their jobs with satisfaction. Third, the current status of the self-directed competency development such as necessity, area, method, time and costwas analyzed. Based on the findings, the implications and limitations of this study were presented, andsuggestions were made for future research.

본 연구는 한국 성인의 자기계발역량 측정도구를 개발하고 타당화 하기 위한 목적으로 수행되었다. 이를 위해 선행연구 결과를 바탕으로 자기계발역량의 구성요소를 도출하고 예비문항을 선정한 후, 전문가들의 내용 타당도 검토와 델파이 조사를 거쳐 자기계발역량의 측정도구를 개발하였다. 다음으로 측정도구의 신뢰도와 타당성 검증을 위해 전국에 거주하는 만 19세 이상의 한국 성인 1천 명을 대상으로 설문조사를 실시하였다. 수집된 자료를 활용하여 탐색적 요인분석, 확인적 요인분석, 준거타당도 검증과 측정동일성 검증을 실시하였고, 검증 결과, 측정도구의 타당도와 신뢰도가 확보된 것으로 나타났다. 자기계발역량의 측정도구는 학습의 긍정성 기반의 지식과 기술의 습득과 적용, 자기주도적 학습 행동의 2개 구성요소와 12개 문항으로 최종 확정되었다. 본 연구에서 개발된 자기계발역량 측정도구를 활용하여 한국 성인 개인이 자기계발역량의 수준을 진단하고 자기주도적으로 학습계획을 수립하고 실행할 수 있으며, 평생교육기관에서는 진단결과를 바탕으로 교육 프로그램을 개발하여 성인학습자의 자기계발역량 증진을 지원할 수 있다.

This study aims to develop and validate a scale to measure Korean adults’ self?development competency. First, we derived 3 sub?dimensions and 16 items from literature on self?development competency. Through an extensive literature review, an item pool was prepared for a Delphi study. Following the Delphi study, we conducted an online survey of randomly selected one?thousand adults residing in Korea to collect data for testing the validity and the reliability of the scale. The structure validity of the scale was examined using factor analysis, followed by predictive validity and measurement equivalence test. The validity and the reliability value of the scale showed satisfactory level and thus, determining extensive application to Korean adults in general. As a result of the validation, this study revealed that self?development competency scale consists of 2 sub?dimensions and 12 items. The two sub?dimensions are ‘acquiring knowledge and skills based on positive attitude towards learning’ and ‘self?directed learning behavior.’ The scale developed in this study can be useful for Korean adults in diagnosing their competency levels. Lifelong learning institutes can also benefit from this study by utilizing the scale in developing and evaluating educational programs for Korean adult learners.

This study on self-reflection and self-development competency as core competencies and analyzes their realization pattern for learning activities in Korean-language textbooks for fifth and sixth graders in elementary school. To this end, this study prepared an analysis framework by referring to the 2015 and 2022 revised Korean-language curriculum documents and existing prior studies that examined the concept of “reflection” in the context of Korean-language education. The analysis framework considered the object of reflection, the level or focus of reflection, the timing, scope domain, and activity method, and each sub-detailed element was set. Based on the results, learning activities were analyzed using six units, three in the fifth grade and, three in the sixth grade, self-reflection and self-development competency in Korean-language textbooks.The results confirmed that learning activities that encourage recalling one’s life and experiences through introspection, were concentrated on non-reference activities concerning others and the world, activities to facilitate reflection-in-action were lacking. Diversifying and hierarchizing how learners realize self-reflection and self-development competency using textbooks is necessary to ensure that this realization has continuous real-world application outside the classroom.

목적：백워드 설계 모형에 기반하여 국어과 자기 성찰․계발 역량 단원을 설계하는 것이다. 방법：먼저 백워드 설계 모형의 개념과 특징을 탐색한다. 이어서 백워드 설계 모형의 3단계 절차(1단계：바라는 결과 확인하기, 2단계：수용 가능한 증거 결정하기, 3단계：학습 경험 계획하기)를 탐색한다. 이를 바탕으로 국어과 교육과정 분석 후, 백워드 설계 모형에 기반한 국어과 자기 성찰․계발 역량 단원을 설계한다. 마지막으로, 초등교육전문가 11인을 대상으로, 본 연구에서 개발한 단원 설계(안)에 대한 타당도 검증을 위한 설문 조사를 시행한다. 결과：백워드 설계 모형이 추구하는 철학인 학습자의 ‘진정한 이해’에 도달하기 위하여 백워드 설계 모형 이론을 바탕으로 국어과 자기 성찰․계발 역량 단원을 설계한다. 설계(안)에 대한 타당성 검증 설문 결과 CVR 값이 모든 평가 기준 항목에서 기준치(0.59)를 초과하여 본 연구의 설계(안)은 타당성이 확인된다. 결론：학습자의 ‘진정한 이해’를 추구하는 백워드 설계 모형 이론에 기반하여, 국어과 자기 성찰․계발 역량 단원을 설계하여 학교 현장의 이해 중심 교육과정 적용 및 활성화에 보탬이 될 수 있다.

Purpose：This study aims to design the Self-Reflection/Development Competency Unit based on the backward design model. Methods：First, this study investigates the concept and characteristics of the backward design model. Then, this study explores the procedures of three steps of the backward design model (Step 1：Identifying the desirable result, Step 2：Deciding acceptable evidence and Step 3：Planning the experience of learning). After analyzing the Korean language education curriculum based on this, this study designs the Self-Reflection?Development Competency Unit in Korean language education based on the backward design model. Lastly, this study conducts a survey with 11 elementary education experts to verify the reliability and validity of the (draft) design of the Unit developed in this study. Results：Based on the backward design model theory to reach learners’ ‘true understanding,’ the philosophy pursued by the backward design model, this study designs the Self-Reflection/Development Competency Unit in Korean language education. As a result of the survey for the verification of the validity of the (draft) design, as the CVR value for validity verification exceeds the standard (0.59) in all items of evaluation criteria, the validity of the design (draft) of this study is verified. Conclusion：This study can be helpful for the application and revitalization of Understanding by Design in the school setting by designing the Self-Reflection/Development Competency Unit in Korean language education based on the backward design model pursuing learners’ ‘true understanding.’