인문학
사회과학
자연과학
공학
의약학
농수해양학
예술체육학
복합학
DBpia AI
AI 에이전트
AI 아이디어
AI 리더
AI 뷰어
Citeasy
크롬 서지관리 다운로드
지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
피인용 0
초록·키워드
This study empirically examined how early-stage cognitive factors in the problem-solving process (problem recognition, information acquisition, analytical ability, and divergent thinking) affect later-stage outcomes (evaluation and feedback) among upper-year university students preparing for employment. Survey data were collected from 283 third- and fourth-year students enrolled at four-year universities, and the data were analyzed using validity and reliability tests, correlation analysis, and multiple regression analysis. The results indicated that, in the evaluation model, problem recognition and divergent thinking had significant positive effects, whereas information acquisition and analytical ability were not significant. In contrast, in the feedback model, problem recognition, analytical ability, and divergent thinking showed significant positive effects, while information acquisition did not. These findings support the view that problem solving is not a single outcome-oriented act but a sequential cognitive process. In particular, clearly defining the problem, thinking flexibly across multiple perspectives, and analytically evaluating information play critical roles in shaping evaluation and feedback after problem solving. This study extends a process-oriented understanding of problem-solving competence among students transitioning to employment and provides practical implications for higher education by highlighting the importance of strengthening problem recognition, divergent thinking, and analytical ability in university curricula.
본문·목차
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오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
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