청소년의 윤리적 가치관 관련 요인: 자기주도학습역량, 사회적 책무성과 자존감을 중심으로

This study explored how self-directed learning ability, social responsibility, and self-esteem—competencies emphasized in school curricula—relate to adolescents’ ethical values. A convenience sample of high school students in City D and Province K (n=191) was analyzed. The mean score for ethical values was 70.93 ± 10.72. Ethical values showed significant positive correlations with self-directed learning ability (r=.371, p<.001), social responsibility (r=.304, p<.001), and self-esteem (r=.181, p=.012). In multiple regression, significant predictors of ethical values were self-directed learning ability (β=.202, p=.018) and social responsibility (β=.171, p=.046), whereas self-esteem was not significant; the model explained 12.5% of the variance. These findings suggest that adolescents’ ethical values are influenced by both cognitive autonomy and community-oriented attitudes. Self-directed learning ability may facilitate reflective judgment and independent decision-making, while social responsibility reflects interpersonal sensitivity and cooperative behavior, both of which contribute to ethical development. Educational approaches that provide opportunities for autonomous learning, collaboration, and value-related reflection may therefore support balanced ethical growth during adolescence. Although self-esteem correlated with ethical values at the bivariate level, it did not independently predict them when considered alongside other variables. This indicates that self-esteem may be shaped by contextual or relational factors rather than directly determining ethical judgment. Future research should explore additional psychological, social, and cultural factors to explain better how adolescents form and internalize ethical values.