This study explored the role of personality in the relationship between perceived socioeconomic status, academic achievement, sex role stereotype and zone of acceptable alternatives. first of all, this study examined the reliability and validity of th...
This study explored the role of personality in the relationship between perceived socioeconomic status, academic achievement, sex role stereotype and zone of acceptable alternatives. first of all, this study examined the reliability and validity of the Korean short version of the Big-Five Questionnaire for children, a instrument designed to measure Big-Five personality domains of elementary school students. and then, examined the role of perceived socioeconomic status, academic achievement, sex role stereotype in shaping zone of acceptable alternatives. finally, this study examined whether personality traits moderate the link between perceived socioeconomic status, academic achievement, sex role stereotype and zone of acceptable alternatives.
The participants for this study were 5th and 6th elementary school students across the country from Seoul to Gyeong-gi province. To validate Korean Big-Five Questionnaire for children-short form, Data gathered form 530 5th and 6th elementary school students. We surveyed on 460 students who 5th and 6th graders by distributing questionnaires about perceived socioeconomic status, academic achievement, gender role stereotype scale, occupational status images questionnaire, occupational sex-role images questionnaire, occupational aspirations. The data analysis were used descriptive statistics, independent-sample t-test, correlation analysis, hierarchical multiple regression.
The findings are as follows.
First, Confirmatory factor analyses revealed evidence of structural validity of the Korean short form BFQ-C. The correlations of K-BFQC-SF with the criteria of depression, academic achievement, career maturity were assessed to verify criterion-related validity. The correlation coefficients were correspondent to the results of previous studies.
Second, Occupational status and occupational sex-role to evaluate elementary students is similar to the way that an adult was. The cognitive map of occupational image was similar to previous study.
Third, there were significant gender difference in tolerable effort boundary, tolerable level boundary, tolerable sextype boundary. The tolerable effort boundary of boy was higher than the girl's. The tolerable level boundary of girl was higher than the boy's. The tolerable sextype boundary of boy's was higher than girl's.
Forth, perceived socioeconomic status have positive impact on the tolerable effort boundary and tolerable level boundary, in contrast, perceived socioeconomic status have negative impact on the acceptable alternatives size. academic achievement have positive impact on the tolerable effort boundary and tolerable level boundary. sex role stereotype have negative impact on the tolerable sextype boundary.
Finally, the role of personality in the relationship between perceived socioeconomic status, academic achievement, sex role stereotype and zone of acceptable alternatives were investigated using hierarchical multiple regression. there was moderating effect of conscientiousness between perceived socioeconomic status and tolerable level boundary. there was not only moderating effect of openness between academic achievement and tolerable effort boundary, but also moderating effect of extraversion in the relationship of academic achievement and tolerable level boundary, indeed, there was moderating effect of extraversion between academic achievement and acceptable alternatives size. there was moderating effect of conscientiousness between sex role stereotype and tolerable sextype boundary.
Based on the findings of this study, recommendations of future research directions as well as Implications for career guidance are made as follows:
First, Boys are more broader career alternatives in acceptable range of occupational status. Elementary school 5th, and 6th grade boys did not except higher status occupations or lower status occupations. in contrast, girls except higher status occupations or lower status occupations.
Second, when teachers and career counsellors practice career guidance for elementary, should be considered whether high grade students and students to highly recognize their socioeconomic background close up their range of zone of acceptable alternatives. Specially, Boys are likely to restrict their Vocational alternatives by sex role stereotype than in females, therefor, teacher and career counselor need to help build the flexibility of tolerable sextype boundary.
Third, Career guidance will be made by considering the moderating effects of Extraversion, Conscientiousness, and Openness, in relationship of the socio-economic status, academic achievement, and sex role stereotype and zone of acceptable alternatives.
본 연구는 초등학생이 지각한 사회경제적 지위, 성적, 성역할 고정관념과 진로대안영역간의 관계에서 성격특성이 어떠한 역할을 하는지 살펴보는 것이었다. 이를 위해 먼저 아동의 성격특...
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