학교 밖 청소년의 사회적 낙인감과 지각된 진로장벽에 관한 연구 : 자아존중감의 매개효과와 학업중단이유의 조절효과를 중심으로 :Social stigma and perceived career barriers among out-of-school youths in South Korea : the mediating role of self-esteem and the moderating role of reasons why they leave school

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자료유형: 학위논문

저자정보: 김지민 (연세대학교, 연세대학교 사회복지대학원)

지도교수: 남보영

발행연도: 2022

저작권: 연세대학교 논문은 저작권에 의해 보호받습니다.

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이 논문의 연구 히스토리 (3)

2022

학교 밖 청소년의 사회적 낙인감이 우울에 미치는 영향: 진로장애와 자아탄력성의 이중매개효과

김지민 , 이은경 , 민미연 인문사회 21 2022.04 학술저널

학교 밖 청소년의 사회적 낙인감과 지각된 진로장벽에 관한 연구 : 자아존중감의 매개효과와 학업중단이유의 조절효과를 중심으로

김지민 2022.01 학위논문

2021

학교 밖 청소년의 사회적 낙인감이 진로장애와 우울을 매개로 스마트폰중독에 미치는 영향

김지민 , 이은경 한국심리학회지: 코칭 2021.01 학술저널

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청소년에게 있어 진로란 단순하게 취업만을 의미하는 게 아니다. 진로는 청소년의 생애 전반에 걸쳐 발달하는 것으로, 청소년기는 원하는 삶을 살기 위해 진로를 설계하는 중요한 때이다. 그러나, 학교 청소년과 달리 학교를 떠난 청소년은 정보와 각종 지원의 부족으로 진로를 준비하는 것조차 어려우며, 다양한 진로장벽을 지각하고 있다. 무엇보다 학교라는 울타리 밖에서 경험하게 되는 다양한 사회적 차별과 낙인은 학교 밖 청소년의 지각된 진로장벽을 증가시키고 있다. 사회적 낙인감을 내재화할수록 청소년의 자기가치인 자아존중감은 낮아지며, 낮아진 자아존중감은 진로발달에 있어 장벽이 되고 있다.
이에 본 연구는 학교 밖 청소년의 사회적 낙인감, 자아존중감, 지각된 진로장벽의 관계를 검증하였으며, 이들의 다양한 유형에 따라 다른 결과가 나타나는지 중점적으로 살펴보았다. 학교 밖 청소년의 학업중단이유는 학교 밖 청소년의 다양한 삶의 유형을 이해하는 데 매우 중요한 변수임에도 불구하고, 선행연구에서 중점적으로 다루어지지 않았다. 따라서, 본 연구는 학업중단이유의 조절된 매개효과를 검증하여 학교 밖 청소년을 유형별로 개입하여야 함을 제안하였다.
연구의 목적을 달성하기 위해 한국청소년정책연구원의 “학업중단청소년 패널조사” 2차년도 조사를 사용했으며, 총 454명의 연구대상자를 분석하였다. SPSS 25.0과 SPSS PROCESS macro 4.0의 분석툴을 사용하여 연구모형을 검증하였다. 빈도분석, 기술통계분석, 신뢰도 분석을 포함한 기초 통계분석부터 카이제곱 검증, 독립표본 t-test, 일원배치 분산분석, 상관관계 분석, 다중회귀 분석 그리고 조절된 매개분석을 실시하였다.
주요 연구결과를 요약하면 다음과 같다. 첫째, 학교 밖 청소년의 사회적 낙인감은 지각된 진로장벽을 증가시키는 것으로 나타났다 . 둘째, 학교 밖 청소년의 사회적 낙인감은 자아존중감을 감소시키고 있었으며, 낮아진 자아존중감은 지각된 진로장벽을 증가시키고 있었다. 셋째, 학교 밖 청소년의 자아존중감은 사회적 낙인감과 지각된 진로장벽의 영향을 부분매개하고 있었다. 넷째, 예상과 달리 대안사유로 학교를 중단한 청소년들이 사회적 낙인감과 자아존중감 측면에 있어 더욱 취약한 것으로 나타났다. 즉, 사회적 낙인감이 자아존중감에 미치는 부정적인 영향이 개인·가정 사유보다 대안사유에 속하는 청소년에게서 더욱 크게 나타난 것이다.
이러한 연구결과를 기반으로 실천적·정책적 제언을 하였다. 첫째, 학교 밖 청소년의 사회적 낙인감을 완화하기 위해 재학 여부에 상관없이 정책적 지원대상을 정해야 할 것과 학교 밖 청소년에 대한 사회적 인식의 변화를 제안하였다. 둘째, 학교 밖 청소년의 자아존중감을 향상시킬 프로그램과 서비스를 효과적으로 제공하기 위해 외부와의 잦은 연계보다는 기관담당자와 지속적인 라포형성이 중요함을 제안하였다. 또한, 학교 밖 청소년의 심리사회적 특성에 능통한 전문상담사와 사회복지사의 유입을 위해 다양한 제도적인 장치가 마련되어야 할 것이다. 셋째, 사회적 낙인감을 경험할수록 자아존중감이 낮아지는 관계에 있어 취약한 대안사유에 속한 청소년에게도 집중적인 서비스가 필요함을 제안하였다. 자발적으로 학교를 중단한 대안사유 유형의 경우 진로포부와 열망이 강한 편임에도 불구하고 높은 수준의 사회적 낙인감을 겪게 되면서 심리정서적으로 취약해지게 된다. 따라서, 이러한 유형에게도 심리상담서비스 및 자아존중감 향상 프로그램을 제공할 필요가 있다. 넷째, 학업중단 현상은 궁극적으로 사회적 비용을 증가시키기 때문에 학업중단을 예방하는 학업중단숙려제와 같은 제도의 내실화가 필요함을 제안하였다. 마지막으로, 학교 밖 청소년에게 교육의 기회를 제공하여 미래사회의 인적자본에 투자해야 함을 제안하였다.

Career development does not mean just a getting a quality job for adolescents. Adolescents have progressively involved in career development for living the life they want. However, unlike other adolescents, out-of-school youths struggle to prepare for their careers without adequate career supports, and they perceive more career barriers than their peers who are in school. In particular, out-of-school youths are more likely to be exposed to various discrimination and prejudice than those who are in schoool. The social stigma perceived by out-of-school youths influences on increasing perceived career barriers. The internalized social stigma decrease self-esteem of out-of-school youths, and lowered self-esteem increases the perceived career barriers, which frustrates their career development.
Therefore, we analyzed the mediating role of self-esteem between social stigma and perceived career barriers and the moderating role of reasons for school dropout, in particular. Although reasons for school dropout is pivotal in understanding the lives of out-of-school youths, only a few studies have heavily focused on the variable. Therefore, we categorized four reasons for school dropout rather than considering them as a group and we conducted a moderated mediated model for the study. In conclusion, we suggested that customized interventions for each group are definitely required.
To conduct research, we used the second data from “School Dropout Panel Survey” published by National Youth Policy Institute in South Korea and 454 out-of-school youths were analyzed for the study. Analysis tools were SPSS 25.0 and SPSS PROCESS macro v4.0. Descriptive statistics, chi-squared analysis, t-test, one-way ANOVA, correlation analysis, multiple regression analysis, and moderated mediation analysis were conducted.
The major findings are as follows. Firstly, social stigma perceived by out-of-school youths were positively associated with perceived career barriers. Secondly, social stigma perceived by out-of-school youth were negatively associated with self-esteem, and lowered self-esteem increased the degree of perceived career barriers. Third, self-esteem of out-of-school youths partially mediated the relationship between
social stigma, and perceived career barriers. Fourth, unexpectedly, ‘alternative reasons’ were more vulnerable to the relationship between higher social stigma and lowered self-esteem. The result shows that the social stigma have more negative impact on ‘alternative reasons’ rather than ‘personal·family’ reasons.
Based on these findings, we suggested practical policy and interventions for out-of-school youths. First, in order to lower social stigma, integrated policies regardless of their school status and inclusive social awareness. Second, in order to strengthen self-esteem of out-of-school youths there should be consistent rapport between social workers and out-of-school youth, which eventually enables them to arrange more effective interventions, instead of excessive institutional affiliations. It should be also arranged for the flow of qualified counselors into welfare community service centers or Korea Youth Counseling & Welfare Institute, who are familiar with client’s characteristics. Third, we suggested that customized services for out-of-school youths with alternative reasons, because they turned out to be the most vulnerable to the relationship between high social stigma and lowered
self-esteem. They are more likely to have higher career aspirations than other types of out-of-school youths, however, the perceived social stigma dramatically decreases their self-esteem. Therefore, counseling services for enhancing the self-esteem should be progressively arranged for those types. Fourth, dropout prevention
measures including dropout probation policy should be more reinforced for reduction of social cost induced by school dropouts. Finally, we suggested the importance of giving out the quality education to out-of-school youths, because they are part of human capitals for the future society.

#학교 밖 청소년 #학업중단 청소년 #사회적 낙인감 #자아존중감 #지각된 진로장벽 #학업중단이유 #조절된 매개효과 #학업중단청소년 패널조사 #Out-of-School Youth #Social Stigma #Self-Esteem #Perceived Career Barriers #Reasons Why They Leave School #Moderated Mediation Model #School Dropout

국 문 요 약 ····································································································································7
제 1 장 서론 ································································································································1
제 1 절 연구의 필요성 ··············································································································1
제 2 절 연구의 목적 ··················································································································4
제 2 장 연구의 이론적 배경 및 선행연구 ··············································································5
제 1 절 학교 밖 청소년············································································································5
1. 학교 밖 청소년의 정의 및 현황 ·······················································································5
2. 학교 밖 청소년의 학업중단과정 ·······················································································9
3. 학교 밖 청소년의 유형 및 학업중단이유 ·····································································12
제 2 절 지각된 진로장벽 ········································································································15
1. 지각된 진로장벽의 개념 및 정의 ···················································································15
2. 학교 밖 청소년의 지각된 진로장벽 ···············································································18
3. 지각된 진로장벽에 영향을 미치는 요인 ·······································································19
제 3 절 사회적 낙인감 ············································································································20
1. 사회적 낙인감의 개념 및 정의 ·······················································································20
2. 학교 밖 청소년의 사회적 낙인감 ···················································································21
제 4 절 학교 밖 청소년의 자아존중감················································································22
1. 자아존중감의 개념 및 정의 ·····························································································22
2. 학교 밖 청소년의 자아존중감 ·························································································23
제 5 절 관련 이론 및 선행연구 고찰 ··················································································25
1. 사회적 낙인감과 지각된 진로장벽의 관계 ···································································25
2. 사회적 낙인감과 자아존중감의 관계 ·············································································26
3. 자아존중감과 지각된 진로장벽의 관계 ·········································································28
제 6 절 소결 ······························································································································29
제 3 장 연구방법 ························································································································30
제 1 절 연구모형과 연구가설 ································································································30
1. 연구모형 ·······························································································································30
2. 연구가설 ·······························································································································31
제 2 절 분석자료 및 연구대상 ······························································································32
제 3 절 측정도구 ······················································································································33
1. 독립변수: 사회적 낙인감 ··································································································33
2. 종속변수: 지각된 진로장벽 ······························································································34
3. 매개변수: 자아존중감 ········································································································36
4. 조절변수: 학업중단이유 ····································································································37
5. 통제변수 ·······························································································································39
제 4 절 분석방법 및 절차 ······································································································41
제 4 장 연구결과 ························································································································44
제 1 절 연구대상자의 일반적 특성 ······················································································44
제 2 절 연구대상자의 일반적 특성에 따른 주요변수의 차이 검증 ······························46
1. 지각된 진로장벽 ···············································································································46
1) 지각된 진로장벽 기술통계 ·····························································································46
2) 주요변수에 따른 지각된 진로장벽의 차이 ·································································48
2. 사회적 낙인감 ·····················································································································50
1) 사회적 낙인감 기술통계 ·································································································50
2) 주요변수에 따른 사회적 낙인감의 차이 ·····································································52
3. 자아존중감 ···························································································································54
1) 자아존중감 기술통계 ·······································································································54
2) 주요변수에 따른 자아존중감의 차이 ···········································································56
4. 학업중단이유 ·······················································································································58
1) 학업중단이유 기술통계 ···································································································58
2) 주요변수에 따른 학업중단이유의 차이 ·······································································60
제 3 절 주요변수들 간 상관관계 분석················································································62
제 4 절 조절된 매개효과 검증 ······························································································64
1. 사회적 낙인감과 지각된 진로장벽에서 학업중단이유의 조절효과 검증 ···············65
2. 사회적 낙인감과 지각된 진로장벽 간 관계에서 자아존중감의 매개효과 검증 ···67
3. 사회적 낙인감, 자아존중감, 지각된 진로장벽 사이에 있어 학업중단이유의 조절된
매개효과 검증 ······························································································································70
제 5 장 결론 및 제언················································································································76
제 1 절 연구결과 요약 ············································································································76
제 2 절 연구의 제언 ················································································································79
1. 연구의 제언 ·························································································································79
2. 연구의 한계점 및 후속연구 ·····························································································84
참고문헌 ········································································································································86
ABSTRACT ····································································································································98

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