earticle

영어

This study attempted to explore the relationship between self-directed learning, academic efficacy, and career decision-making level of Chinese participants in university extension programs. The Specific research issues are as follows. First, the relationship in the level of self-directed learning, academic efficacy, and career decision level according to the background characteristics of Chinese participants in university lifelong education, and second, the relationship between self-directed learning and career decision level of Chinese participants in university lifelong education. Third, the relationship between academic efficacy and career decision level of Chinese university lifelong education participants, and fourth, the relationship between self-directed learning, academic efficacy and career decision level of Chinese university lifelong education participants. The results of this study are as follows: First, there are significant differences in academic background and grade level in self-directed learning, academic efficacy, and career decision level according to background characteristics of Chinese university lifelong education participants. Second, self-directed learning and career decision level and Self-concept and problem-solving ability have a positive effect on the relationship of, third, self-regulation efficacy has a positive effect on the relationship between academic efficacy and career decision level, and fourth, self-directed learning, academic efficacy and career path In relation to decision level, it was found that self-regulation efficacy, problem-solving ability, and self-concept had a positive effect in the order of. These findings suggest that in order to raise awareness of the level of career decision-making among participants in Chinese university lifelong education, it is necessary to increase self-directed learning, problem solving skills, and self-concept.

한국어

본 연구는 중국 대학평생교육 참여자의 자기주도학습 및 학업적 효능감과 진로결 정수준의 관계를 탐색하였다. 연구문제는 첫째, 중국 대학평생교육 참여자의 배경특 성에 따른 자기주도학습, 학업적 효능감, 진로결정수준의 차이, 둘째, 중국 대학평생 교육 참여자의 자기주도학습 및 진로결정 수준과의 관계, 셋째, 중국 대학평생교육 참여자의 학업적 효능감 및 진로결정수준 과의 관계, 넷째, 중국 대학평생교육 참여 자의 자기주도학습 및 학업적 효능감과 진 로결정수준의 관계 분석이다. 연구결과는 다음과 같다. 첫째, 중국 대 학평생교육 참여자의 배경특성에 따른 자 기주도학습, 학업적 효능감, 진로결정수준 은 학력, 학위과정 참여여부, 학년에서 차 이가 나타나고 둘째, 자기주도학습과 진로 결정수준의 관계에서는 자아개념과 문제해 결력이 영향을 미치며, 셋째, 학업적 효능 감 및 진로결정수준의 관계에서는 자기조 절효능감, 곤란과제 선호가 영향을 미치고 있으며, 넷째, 자기주도학습 및 학업적 효 능감과 진로결정수준의 관계에서는 문제해 결력, 자아개념, 자기조절효능감, 곤란과제 선호가 영향을 미치는 것으로 나타났다. 이러한 연구결과는 중국 대학평생교육 참 여자의 진로결정수준 인식을 높이기 위해 서는 문제해결력, 자아개념, 자기조절효능 감을 향상시킬 수 있는 방안이 필요함을 시사한다.