본 연구는 진로정체감 검사의 중고등학생 규준을 설정하기 위한 것이다. 우리나라 중고등학생의 진로정체감 점수는 학년에 따라 일관성 있게 상승하는 것이 아니었기 때문에 각 학년에 따른 규준점수가 제시되어야만 상담과 생활지도에서 유용한 도구로 사용될 수 있다는 점에 착안하였다. 우리나라 전국의 중고등학생 1640명의 자료를 분석하였다. 중고등학생의 진로정체감 수준은 7.6으로 나타났고 학년에 따라서 차이가 있었다. 상담과 생활지도의 실제에서 각 점수에 맞는 진로탐색활동과 상담이 제공될 수 있도록 남녀별, 학년별로 진로정체감검사의 백분위 점수와 T점수를 제시하여 규준으로 활용하도록 하였다.

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The present study was conducted to make a norm of score of Career Identity in Korea Middle and High School Students. This study was interested to offer the data for effective career guidance and counseling in the schools, counseling centers.
The Vocational Identity(Ⅵ) scale was developed by Holland, Daiger, and Power (1980). Vocational identity can be defined as an awareness of and ability to specify one's own interests, personality traits, strengths, and goals as related to career choices. It is brief and self-administered and can be completed individually or in groups.
The 1,640 students were sampled from national level, which were randomly sampled. The instrument for study was Ⅵ(Vocational Identity), which from My Vocational Situation(MVS). MVS was developed by Holland, Daier power(1980) and adapted by Bong-Whan Kim. For hypothesis and verification, the collected data were analyzed using the SPSS PC+. T-test and one way analysis of variance(ANOVA) were used to analyse of difference between gender and grade.
The result of the present study were as follows :
(1) Vocational Identity score in middle school students is more high than the high school students. The average of the Vocational Identity in middle school students is 7.9, and in the high school students is 7.2.
(2) The norm of Vocational Identity score was presented.

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