직업계고 학생의 학교적응과 진로적응의 이중 경로: 사회정서역량의 개인 및 학교 맥락 효과를 중심으로

Vocational high school students face two developmental tasks: school adjustment and career transition. Prior research often assumes a linear relationship between these domains, leaving structural differences underexplored. This study examines how social-emotional skills operate across school adjustment and career adaptation by distinguishing individual- and school-level contextual effects. Data from 21 vocational high schools in Daegu, South Korea were analyzed using hierarchical linear modeling (HLM). The results reveal distinct explanatory mechanisms. Students’ collaborative competence and the mean school level of collaboration predicted school adjustment, which demonstrated an independent contextual effect. Contrarily, career adaptation was primarily explained by individual internal resources—self-esteem and stress coping—with no significant school-level effects identified. Moreover, school adjustment and career adaptation did not significantly predict one another, suggesting distinct developmental pathways. These findings highlight the need to consider both school-level contextual conditions and individual psychological resources when supporting vocational high-school students’ adaptation and career development.