earticle

영어

This study analyzed those participating in cosmetology vocational training programs. Specifically, it attempted to investigate their satisfaction with the cosmetology programs, motives to participate and changes in their satisfaction with such programs by participation motives. For this, a questionnaire survey was performed among the students of vocational schools in Yangsan, Gyeongsangnam-do from July 1 to 20, 2015. With a total of 107 copies, frequency analysis, regression analysis and principal component analysis (PCA) were conducted using SPSS 18.0, and the results found the following: According to regression analysis on subjects’ general characteristics affecting their satisfaction with cosmetology training programs and motivators, ‘self-actualization (β=0.542)’ was the highest, followed by ‘skills development (β=0.322)’, ‘self-efficacy (β=0.276)’ and ‘contribution to society (β=-0.199)’. In terms of regression between subjects’ general characteristics affecting their satisfaction with training results and motivators, ‘self-actualization (β=0.542)’ was the highest, followed by ‘self-efficacy (β=0.317)’ and ‘age (β=-0.162)’. According to regression analysis on subjects’ general characteristics affecting their satisfaction with access to such training program and motivators, ‘skills development (β=0.452)’ was the highest, followed by ‘self-actualization (β=0.298)’ and ‘contribution to society (β=-0.230)’.

중국어

本文研究目的在于调查参与美容职业能力开发培训项目的人员的一般特性是否会对美容培训满意度造成差 异、培训人员的参与动机是什么、参与动机是否对美容培训产生不同的满意度等。在2015年7月1日~7月20 日期间，向面庆南梁山地区职业专门学校培训生进行了问卷调查。通过SPSS对收集的107份问卷调查表进行 了频度分析、回归分析、主成分分析。对问卷调查进行回归分析的结果显示，对美容培训满意度产生影响的 一般特性和参与动机呈现为自我实现因素(β=0.542)、能力开发因素(β=0.322)、自我功效因素(β=0.27 6)、社会贡献因素(β=-0.162)，而对培训结果满意度产生影响的一般特性和动机则表现为自我实现因素(β =0.540)、自我功效因素(β=0.317)、年龄因素(β=-0.162)。最后，对于教育可达性满意度产生影响的一 般特性和动机呈现为能力开发因素(β=0.452)、自我实现因素(β=0.298)、社会贡献因素(β=-0.230)。鉴 于此，为了提高美容职业能力开发培训项目中对美容培训的满意度，应保障培训项目能够实现培训生的自我 价值，同时应开发有助于提高专业性和实力的培训项目，以提高培训生的参与度，推动相关学术研究的可持 续发展。