중·고등학교 축구 팀 운영 형태에 따른 학생선수의 학교생활 적응 및 진로결정 자기효능감, 사회적 지지 차이 분석

Background/Objectives: This study is conducted in order to acknowledge nursing student’s self-efficacy in relation to perceived meaning of life and social support, compare variable’s correlation and factors affecting nursing student’s self-efficacy thus providing fundamental data for nursing intervention to promote nursing student’s self-efficacy. Methods/Statistical Analysis: Our subject was 319 freshman and sophomore students in nursing major from S University in G region, and C University in C region, and we studied via descriptive research study. Data is collected through survey answered from April 3rd to 7th, 2017. Questionnaire consisted of total 97 questions categorize into; 9 Questions concerning General Characteristics, 10 Questions for the ‘Meaning of Life’ from MLQ tools, 25 questions for the ‘Social Support’ based on tool developed by Park and later modified, supplemented by Kim, 25 Questions for the ‘Career decision-making Self-efficacy’ from CDMSES-SF tools, and28 questions to measure ‘Academic Self-efficacy’ through self-efficacy scale developed and verified by Kim and Park. Findings: General Characteristics of the subjects were as followed; female 273(14.45%), and 1st grader 156(48.9%), 2nd grader 163(51.1%). In age groups, 272 students (85.3%)were under 24, consisting majority of the group, student answered yes to religion was 216(67.7%) and no was 103(32.3%). Meaning of life scored mean score of 5.09(SD=0.73) out of 1-7 scale, and among the sub-factors, ‘Meaning search’ was the higher than ‘Meaning discovery’. Mean score of ‘Attribution Style’ was 3.37(SD=0.31) within 1-5 scale, ‘Ability’ was the highest sub-factor. Mean score of ‘Academic Self-efficacy’ scored 3.07(SD=0.41) within 1-5 scale, the ‘Self-control efficacy’ was highest sub-factor. Factors relevant to ‘Academic Self-efficacy’ of the undergraduate students were ‘Meaning of Life’ and ‘Attribution Style’ (r=.135, p<.05).‘Attribution Style’ and ‘Academic Self-efficacy’ showed no correlation with sub-factors except for Self-control(r=.162, p<.05) and Confidence(r=.-141, p<.05). As a result of multiple regression analysis, factors influencing student’s Academic Self-efficacy were Meaning of Life, Meaning Discovery, Ability, Ohers, Luck as in order, have explanation power of 15%. Improvements/Applications: In education, we should also consider undergraduate student’s perceived meaning of life, and attribution style factors for them to be capable of using positive coping strategy promoting their academic self-efficacy. All the factors relevant to nursing student’s self-efficacy including meaning of life and social support, career decision-making self-efficacy, academic self-efficacy, and social support and career decision-making self-efficacy, academic self-efficacy, and career decision self-efficacy and academic self-efficacy showed pure correlation. As a result of multiple regression analysis, Influence factor of nursing student’s career decision-making self-efficacy included meaning of life, academic self-efficacy, social support, and incentives to admission(recommendation) in order, these factors 40.4% explanation power to nursing student’s career decision-making self-efficacy. And also, influence factor of nursing student’s academic self-efficacy included career decision-making self-efficacy, sex(male), social support, regular activity(no), regular diet(no), and meaning of life in order, these factors 39.9% explanation power to nursing student’s academic self-efficacy. Improvements/Application: Thus further plan to promote self-efficacy of students in nursing major should consider meaning of life and social support variables.

Parental authority as a mediator between career decision-making self-efficacy, career decision ambiguity tolerance, and career choice of nursing students: A path analysis.

Objectives The purpose of this study was to verify the mediating effect of career decision autonomy in the relationship between social support, career decision autonomy, career decision self-efficacy variables perceived by college students, and social support perceived by college students and career decision self-efficacy.&#x0D; Methods For this study, 285 college students at universities in the metropolitan area were surveyed. The collected data were descriptive statistics and correlation analysis with SPSS 22.0, and a 3-step multi-regression analysis and sobel test by Baron and Kenny (1986) were performed to verify the mediating effect of career decision-making autonomy.&#x0D; Results First, the analysis of the correlation between the social support, career decision-making autonomy, and career decision self-efficacy perceived by college students showed a significant static correlation between all the variables. Second, the social support perceived by college students had an effect on career decision-making self-efficacy and had a positive effect on career decision-making autonomy. Third, in the effect of social support perceived by college students on career decision self-efficacy, career decision-making autonomy showed a partial mediating effect. Based on the above research, it is suggested that college students in career decision-making situations need confidence to feel that they can successfully solve the challenges facing career decision-making.&#x0D; Conclusions Perceiving social support to enhance college students' career decision self-efficacy. We intend to provide basic data to promote career decision-making autonomy.

The work readiness of final-year students shows the quality of available human resources. This research aims to determine the influence of career readiness on the dependent variables and the mediating relationship for the variables of emotional independence, social support, and career decision self-efficacy. Meanwhile, the mediating relationship between emotional intelligence and social support on career readiness through career decisions for undergraduate students at Andalas University. The method of collecting data in this study was by distributing questionnaires to 245 student respondents. The research approach used is correlation investigation to find the relationship between variables. The data collection method for the sample is probability sampling with a simple random sampling technique and using SmartPLS software. The data analysis process used is descriptive analysis and PLS analysis. PLS analysis using the Inner model, outer model, and hypothesis testing. This study has seven hypotheses. Four of them are supported, and three are not supported. The results of this study indicate a positive and significant relationship between social support on career decision self-efficacy and social support on career readiness. At the same time, there is also a mediating relationship between social support on career readiness through career readiness self-efficacy. However, there is no relationship between emotional intelligence variables on career readiness, career readiness, and mediation relationships.

Background: Career coaching and counseling are vital tools for undergraduates to effectively identify career decisions in today's competitive labor market. However, the utilization of these services remains an area of study, as it is influenced by various career determinant factors such as institutional support, socio-cultural factors, awareness, and motivation. The main objective of this research was to analyze the mediating role of Career Decision Self-Efficacy (CDSE) in the relationship between determining factors and the utilization of career counseling services. Methods:The explanatory research design using structural equation modeling was used. Three hundred undergraduates were taken as sample from three universities were surveyed using validated Likert-scale questionnaires. Constructs measured included institutional support, socio-cultural influences, awareness, motivation, CDSE, and service utilization. Results:The findings revealed that the determinants of coaching and counseling, namely institutional support, socio-cultural influences, awareness, and motivation, were positively correlated with CDSE, while CDSE was strongly correlated with service utilization. The mediation analysis indicates that CDSE partially mediates the relationship between external determinants and service utilization, accounting for 42.56% of the variance explained using the VAF method. Conclusion:This study concludes that enhancing CDSE significantly improves students' engagement with career counseling services. Interventions targeting institutional support, awareness campaigns, and confidence-building strategies can optimize service utilization among undergraduates. Novelty:By focusing on CDSE as a pivotal mediator, this study offers novel insights into improving career development programs at universities to enhance proactive career behavior among students. This will bridge external factors and career counseling utilization, offering actionable recommendations for academic institutions aimed at cultivating proactive career behaviors among students. Keywords: Career coaching and counseling, institutional support, socio-cultural support, utilization, SEM

Career decision making is crucial among people all over the world and choosing a career is challenging to those who do not have a wide life experience. Despite the high school completion rates, there is a noticeable trend in Kiambu County that majority of students find it difficult to choose a career after completion. The purpose of this study was to determine the influence of parent’s level of education on students’ career decision self-efficacy of students in public secondary schools in Kiambu County, Kenya. The study was guided by the Social Cognitive Career theory and the Systems theory. This study used a combination of descriptive and correlational research design. Data was collected using self-administered questionnaires. The target population consisted of 29,682 form three students in Kiambu county. The sample size consisted of 380 form three students who were selected using stratified sampling techniques from the 285 secondary schools in Kiambu County, Kenya. Questionnaires were used for data collection. The questionnaires were pilot tested with 30 students from three secondary schools. The Reliability of the instrument was tested using Cronbach’s Alpha reliability coefficient (r=0.79). Content validity was tested using content validity index (CVI=0.84). The data was analyzed using descriptive statistics which included percentages, means, and frequencies. The hypothesis was tested using t-test, Simple Regression and Analysis of Variance at 0.05 level of significance. The research found out that parents level of education (F (4, 375) = 11.663, p = .000) has statistically significant influence on students’ career decision self-efficacy in public secondary schools in Kiambu County, Kenya. Findings of this study informs the Ministry of Education, policy makers, career guidance teachers and also parents on the influence of parents level of education on the students while making career decisions. This study contributes to the body of knowledge as it provides a model for predicting students’ career decision self-efficacy given the parents level education. Based on the findings of the study, it was concluded that parent’s level of education has statistically significant influence on career decision self-efficacy among students in public secondary schools in Kiambu County, Kenya. The study recommended that the career teachers should consider parent’s level of education in career guidance as it statistically influence career decision self-efficacy among students in public secondary schools.

This study aims to explore how perceived teacher support influences university students' career decision-making self-efficacy. To this end, a moderating model with proactive personality as a moderating variable was proposed. Data from 753 university students in Chinese universities were analyzed. The results show that teacher support significantly and positively influenced university students' career decision-making self-efficacy, and proactive personality played a moderating role between teacher support and career decision-making self-efficacy. This study not only underscores the importance of teachers in the career development of university students but also highlights the crucial role of proactive personality in enhancing career decision-making self-efficacy. Importantly, this study contributes to the literature by examining these relationships within the context of China’s collectivist culture, highlighting cultural nuances in teacher support and proactive personality effects. The findings provide new empirical support for career guidance and planning education in Chinese higher education, suggesting that educators should not only offer informational and emotional support but also focus on cultivating students’ proactive personality traits to foster the comprehensive development of their career decision-making abilities.

This study aimed, first, to determine whether the intra-individual variability in positive affect was related to the intra-individual variability in career decision-making self-efficacy, and career choice anxiety. The second objective was to examine whether social support moderates the relationship between affect and these outcome variables. The third objective was to find out how career decision-making self-efficacy and career choice anxiety change according to self-esteem and future time perspective. We conducted a study using the daily diary method in which participants were asked to rate their affect or attitudes for 21 consecutive days. In total, 128 university students participated in this study. The main results were as follows. First, positive affect was associated positively with career decision-making self-efficacy and negatively with career choice anxiety. Second, social support had a synergy effect with positive affect to influence career choice anxiety. Third, self-esteem was related positively to career decision-making self-efficacy and negatively to career choice anxiety. We discuss theoretical and practical implications.

The purpose of this study was to examine the moderated mediating effect of career decision self-efficacy and job search anxiety in the relationship between social support and career preparation behaviors in humanities and social science college students. To this end, a research study was conducted targeting students of humanities and social sciences at A University in Gyeonggi-do, and finally, 379 copies of data were collected. The data was analyzed using Hayes' (2022) PROCESS macro (Model=14). The findings are as follows: First, career decision self-efficacy had a full mediating effect on the relationship between social support and career preparation behaviors among humanities and social sciences college students. Second, job search anxiety showed a moderating effect on the relationship between career decision self-efficacy and career preparation behaviors. The above findings suggest that efforts should be made to improve the social support of college students in the humanities and social sciences to reduce job search anxiety and increase career decision self-efficacy.

Career decision-making self-efficacy (CDMSE) plays a different role in each person's career development. The role of social support, including family, has also been mentioned in many studies as a factor influencing CDMSE. Additionally, the role of gender as a moderating factor in the relationship between Career-related parent support (CRPS) and CDMSE remains unexplored in existing research. This study seeks to find the current state of Career decision-making self-efficacy and Career-related parent support and to examine the effect of Career-related parent support on Career decision-making self-efficacy among Vietnamese student participants. Data were collected from 348 students studying at Vietnam National University, Hanoi. The data were analyzed using SPSS version 26 and Jamovi version 2.4.11. The results of the Pearson correlation analysis confirm that CRPS is positively correlated with students' CDMSE (r = .31, p &lt; 0.01). Regression analysis reveals that Career-related parent support has a statistically significant effect on students' Career decision-making self-efficacy (β = .3, p &lt; .01). Among the four components, "Verbal encouragement" exerts a statistically significant effect on CDMSE (β = .21, p &lt; .01), while the remaining components do not demonstrate a statistically significant impact (p &gt; .05). Gender is not a moderator in the positive relationship of CRPS on CDMSE (p &gt; .05). Research’s results suggest that interventions to enhance CDMSE should focus on promoting verbal encouragement from parents. Furthermore, the uniform impact of CRPS across genders simplifies the design and implementation of such interventions, allowing them to be broadly applicable without the need for gender-specific adaptations.

Purpose This study aimed to analyze the simultaneous relationships between a set of predictor variables (career adaptability, career decision self-efficacy, major relevance, university life satisfaction and social support) and a set of response variables (career exploration activities and career decision-making). Design/methodology/approach A sample of 514 students at K University in Seoul, South Korea, participated in this study. Multivariate and multiple regression analyses were conducted. Findings The regression results showed that the overall effect of the set of predictor variables on the set of response variables and the slopes of the regression lines for career exploration activities and career decision-making (subfactors of career preparation) differed, indicating that the predictor variables influence these subfactors differently. Originality/value This research found that university students’ career decision self-efficacy was the most influential variable on both career exploration activities and career decision-making.

Career decision-making self-efficacy is a key factor influencing high school students’ ability to make informed choices. It is closely associated with their professional interests, learning engagement, and academic performance. This study aims to explore the latent categories of career decision-making self-efficacy among Chinese high school students and analyze the differences in learning engagement across students with different types of career decision-making self-efficacy. A convenience sampling method was employed to recruit 510 Chinese high school students as participants. A questionnaire survey was conducted using the Career Decision-Making Self-Efficacy Scale and the Learning Engagement Scale. The validity of the questionnaire was analyzed using Amos 23.0, descriptive statistics and correlation analyses were performed with SPSS 26.0, and a latent profile model was constructed using Mplus 8.0. The results indicate that there are four latent categories of career decision-making self-efficacy among high school students. In terms of learning engagement levels, the categories are ranked from highest to lowest as follows: high career decision-making self-efficacy type, lack of external exploration type, lack of internal exploration type, and low career decision-making self-efficacy type. Students with high and low career decision-making self-efficacy demonstrated significantly higher levels of learning engagement compared to those categorized as lacking external or internal exploration. Therefore, the design of career education curricula for high school students should focus on enhancing career decision-making self-efficacy to stimulate their intrinsic motivation for learning. Differences among various student types should be acknowledged, allowing for tailored and individualized instruction. Additionally, efforts should be made to strengthen integrated career guidance that links academics, career interests, and future professions, guiding all stakeholders to shift away from entrenched practices of “exam-oriented education” and utilitarian perspectives.

This investigation examined self-reliance and work preference variables as theoretical factors in career decision-making self-efficacy. As expected, each variable was significantly related to career decision- making self-efficacy (CDMSE), with counterdependence and preference for growth needs emerging as the more significant contributors. Counterdependence, a self-reliance strategy in which persons distance themselves from others, was significantly and negatively related to CDMSE, whereas preference for growth needs in one's career was significantly and positively related to CDMSE. Unexpectedly, CDMSE scores were also related to gender, with females reporting greater self- efficacy in gathering occupational information and career planning. Regression models incorporating self-reliance variables, work preferences, and gender to predict CDMSE facet and total scores were significant, accounting for 12.4% to 26.2% of explained variance. Implications for research and career guidance are discussed.

Background:Club sport participation is increasingly common among high school athletes. Sport participation characteristics may vary widely between the high school and club sport settings. However, there have been no large-scale comparisons of sport participation volume between high school and club teams from similar sports.Purpose/Hypothesis:The purpose of this study was to compare the sport participation characteristics of high school and high school–aged club teams. We hypothesized that club team athletes would participate in more months per year and hours per week and would take more overnight trips than high school athletes and that club team coaches would be less likely to track their athletes’ sport volume than high school coaches.Study Design:Cross-sectional study.Methods:A total of 769 coaches (266 female; 34.6%) from 3 sports (basketball, volleyball, soccer) completed an anonymous online questionnaire regarding their team’s sport volume and their knowledge, attitudes, and beliefs regarding sport specialization. Coaches were eligible to participate if they had served as the head or assistant coach of a high school sport team or high school–aged club sport team in the past 12 months.Results:Overall, 64.6% (n = 497) were coaches of a high school team, and 35.4% (n = 272) were coaches of a club team with high school–aged athletes. Club coaches’ teams played more months out of the year and took more overnight trips for competitions than high school coaches’ teams but participated in fewer hours per week of practices or competitions during their season. There were no differences between club and high school coaches in tracking their athletes’ sport volume, with most coaches in both settings reporting that they do not track the amount of time that their athletes participate in other sports.Conclusion:Significant differences in sport participation volume exist between the teams of high school and club coaches.

Objectives The purpose of this study is to examine the mediating effects of career decision self-efficacy in the relationship between parent career-related behaviors and career preparation behaviors perceived by high school students. Methods Correlation analysis was conducted using SPSS Ver. 26 to identify the relationship between parental career-related behaviors, career decision self-efficacy, and hierarchical regression analysis was conducted to verify the mediating effect of career-determining self-efficacy. Results First, there is a significant correlation between career support, career decision self-efficacy, and career preparation among parental career-related behaviors. Second, career decision self-efficacy partially mediates the relationship between career support and career preparation behavior of parent career-related behaviors. Conclusions This means that improving career decision self-efficacy is very important to effectively promote career preparation behavior of high school students. In order to do this, practical support is needed for career curriculum, program planning, and parental education related to career including career decision self-efficacy and customized career counseling considering aptitude and interest.