earticle

영어

To improve the academic achievement of the new maritime police officers, this study is to investigate that how much have an effect on the learner‘s personality type on academic achievement and transfer of training through academic self-efficacy. As a first result, academic self-efficacy by personality type showed difference in self-control efficacy and self-confidence. Among the four preference index of personality types, the self-regulated efficacy of the thinking type(T) was higher than the one of the feeling type(F) in the decision-making index, and extraversion(E) and intuition(N) type showed higher self-confidence than introversion(I) and sensing(S) type in the attitude index and information recognition index. Second, as a result of analyzing the direct effects of personality type on academic achievement and transfer of training, thinking(T) type had higher academic achievement than feeling type(F) in the decision-making index, and thinking type(T) was higher than feeling type(F) in the effect of transfer of training. Third, as a result of analyzing the indirect effect of personality type on academic achievement and transfer of training as the mediated effect of academic self-efficacy, it showed that thinking type(T) learner's academic achievement and transfer of training was higher than others in the decision-making index, and personality type was found to have an indirect effect on educational performance through academic self-efficacy. In conclusion, academic self-efficacy, which varies according to individual personality type, showed different academic achievement and transfer of training effect for the learners with same education. As the theoretical basis of this study, it is expected that personality type, mediated with academic self-efficacy, which influences academic achievement and transfer of training, is to contribute to learner-centered education management and teaching instruction.

한국어

본 연구는 신임 해양경찰의 교육성과를 향상하고자 학습자의 성격유형이 학업적 자기효능감을 통해서 학업성취도와 실무전이에 어떠한 영향을 미치는지를 검증하였 다. 분석결과 첫째, 성격유형별 학업적 자기효능감은 자기조절효능감과 자신감에서 차 이를 보였다. 성격유형 4가지 선호지표 중 의사결정지표에서 사고(T)형이 감정(F)형 보다 자기조절효능감이 높았으며, 태도지표와 정보인식지표에서는 외향(E)형과 직관 (N)형이 내향(I)형과 감각(S)형보다 자신감이 높게 나타났다. 둘째, 성격유형이 학업 성취도와 실무전이에 직접적으로 미치는 영향을 분석한 결과, 의사결정지표에서 사고 (T)형이 감정(F)형보다 학업성취도가 높았으며, 실무전이 효과에서도 사고(T)형이 감정(F)형보다 높게 나타났다. 셋째, 성격유형이 학업적 자기효능감의 매개효과로 학 업성취도와 실무전이에 간접적으로 미치는 영향을 분석한 결과, 의사결정지표에서 사 고(T)형 학습자가 학업성취도와 실무전이가 높게 나타나며, 성격유형은 학업적 자기 효능감을 통해 간접적으로도 교육 성과에 영향을 미치는 것으로 나타났다. 결론적으 로 개인의 성격유형에 따라 다르게 나타나는 학업적 자기효능감이 동일한 교육을 받 은 학습자에게 다른 학업성취도와 실무전이 효과를 보여주었다. 성격유형이 학업적 자기효능감과 매개하여 학업성취도와 실무전이에 영향을 미친다는 본 연구의 이론적 기초가 학습자 중심의 교육운영과 교수지도에 이바지할 것으로 기대한다.