ScholarWorks@숙명여자대학교

초록

The purpose of this study was to develop a customized career-linked activity program aligned with the implementation context of the Free Semester System and to empirically examine its effects on middle school students’ career development competency and learning motivation. The program consisted of 16 sessions, including career exploration, self-understanding diagnosis, discussions linking social issues to career fields, team-based problem-solving projects, and the development of individual career roadmaps. A total of 40 first-year middle school students were randomly assigned to an experimental group (n=20) and a control group (n=20). Pre- and post-tests were conducted to examine the effectiveness of the program. The results showed that the experimental group demonstrated significantly higher improvements than the control group in both career development competency (t=3.35, p<.01) and learning motivation (t=5.28, p<.001). Significant differences were found across all sub-factors of career development competency, including self-management (t=3.47, p<.01), career information exploration and utilization (t=2.72, p<.05), and career planning and management (t=2.84, p<.01). In addition, the experimental group showed significantly higher scores across all sub-factors of learning motivation, including attention (t=5.94, p<.001), relevance (t=4.28, p<.001), confidence (t=6.02, p<.001), and satisfaction (t=5.17, p<.001). These findings suggest that career education integrating curriculum content with career-related activities and applying project-based collaborative learning can simultaneously enhance middle school students’ career development competency and learning motivation. This study provides foundational implications for designing career-integrated educational programs and instructional strategies that connect learning experiences with students’ career exploration in secondary education.

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