과학기술 연구자의 자기주도학습 능력, 전문직 협업역량, 적응적 전문성 및 전문직 정체성의 구조적 관계

The purpose of this study was to examine the structural relationships among self-directed learning ability, interprofessional collaboration competency, adaptive expertise, and professional identity of science and technology researchers. To accomplish the research purpose, an online survey was conducted from August 13 to 19, 2024, targeting researchers affiliated with government-funded research institutes in the field of science and technology. A total of 424 responses were collected, and after excluding invalid responses (e.g., pattern responses or single-word answers), 388 valid responses were used for analysis. The main findings were as follows. First, adaptive expertise fully mediated the relationship between self-directed learning ability and professional identity. Second, adaptive expertise fully mediated the relationship between interprofessional collaboration competency and professional identity. Third, interprofessional collaboration competency and adaptive expertise serially mediated the relationship between self-directed learning ability and professional identity. Based on the findings, the study proposed theoretical and practical implications for enhancing self-directed learning ability, professional collaboration competency, adaptive expertise, and professional identity of science and technology researchers.