사회적 관계가 여성 성인학습자의 진로발달에 미치는 영향 : CQR-M을 중심으로

This study examined the social relationships that affect the career development of female adult learners and the contents of their influence. To this end, data were collected from 102 female adult learners and analyzed by the CQR-M method. The findings are as follows. First, female adults learners’ career development was affected (in descending order) by 'parents', 'teachers', 'friends', 'relatives', 'spouse', 'acquaintances', 'children', and 'other than people'. Second, 12 categories of influence contents were derived from a total of 310 responses, which in order of high to low frequency, were 'recognition/support', 'modeling', 'advice/information-giving', 'help', 'negative influence', 'no support', 'process of raising children was a trigger', 'experience sharing', 'enlightenment', 'learning from other’s mistakes', 'interest, and curiosity'. Third, regarding who had the greatest influence, female adult learners received the most 'modeling' and 'negative influence' from their parents. Teachers had the most ‘recognition/support’, friends ‘modeling’, relatives ‘recognition/support’, spouses ‘help’, acquaintances ‘advice/information-giving’ and children ‘process of raising children is a trigger’. This study revealed that various social relationships influence adults female learners’ career development and confirmed the differential influence of each social relationship. These results enhance the understanding of female adult learners' life contexts and career development, and provide implications for education and psychological services supporting career development.