교사열의 및 학생과의 관계, 학생 메타인지, 진로성숙도의 관계에서 교우관계의 조절된 매개효과

Career maturity is individual ability to carry out career developmental tasks according to career developmental stages, in which adolescents should be able to make plans and perform career decision-making. The problems that arise, adolescents are challenged to carry out career-decision making. The aim of the study was to assess career maturity model in adolescents which is observed from autonomy, attachment, parental social support, and self-efficacy in career decision-making. This was a quantitative study involving 262 adolescents (49.4% girls and 51.7% boys; 44.9% were 16 years old, 34.1% 15 years old, 13.1% 17 years old, and 7.9% were 14 and 18 years old) studying in high schools who were selected using purposive sampling technique. Data collection was conducted by using Career Maturity Scale, Autonomy Scale, Attachment Scale, Parental Social Support Scale and Self-efficacy Scale. Data were analysed using SEM (Structural Equation Modelling). The result of the study shows that career maturity model in adolescents conforming both concept and theory. Autonomy, attachment and parental social support are significantly related to self-efficacy in career decision-making. Likewise, selfefficacy is significantly related to career maturity in adolescents. Autonomy, attachment, and parental social support are not directly related to career maturity in adolescents, which means that career maturity in adolescents requires more than autonomy, attachment, and parental social support. Maturity is established when those factors are mediated by self-efficacy in career decision-making.

Education is the act of learning things around us. Education is the first and foremost rights of every human being. Education helps a person in nourishing his present and future by ensuring aim of the life. Career education or Vocational education is very important especially in the context of recent changes in education system which aims to bridge the gap between work-oriented education and mature career choices. The present paper assessed and compared the Career Maturity of adolescents from two different educational settings, viz., private and government schools. 100 high school students from private schools and 100 from government schools were randomly selected from Haldwani block of Nainital districts as respondents for the present research. Student studying in class X of government and private schools of Haldwani were selected for the present study making a total of two hundred (200) respondents. A self designed performa was prepared to get necessary information and details regarding subjects. It was used to study the socio-demographic characteristics of class X students of the selected schools. Career maturity of the students was assessed by Career Maturity Inventory Indian adaptation by Gupta (1989). Z-test and Chi- test was employed to measure the statistical differences in career maturity of respondents across the two educational settings. Results revealed that there is a significant difference showed on every component of career maturity between government and private schools. Private school students were significantly better on Attitude, Self Appraisal, Occupational Information, Goal Selection, Planning and Problem Solving and thus more career mature than government school students. The prominent reason for significant difference in career maturity across different educational setting was observed across gender composition, type of family, number of siblings, and ordinal position factors.

Teenage career maturity is a major problem that occurs in the world of Indonesian education today. Various theories and disciplines have been studied to prepare teenagers to have career maturity. Understanding career maturity is not only reviewed in General Science disciplines such as Psychology, because since a long time Islam has discussed a lot about the personality and maturity of adolescents that can be used as a basis in understanding career maturity in an Islamic perspective. . As much as the amount of human knowledge gained through reason cannot be separated from the heart so that there tends to be a potential for indifference in seeing psychological theories about humans that can cause fatal errors in implementing it. In the context of career maturity, individuals who choose jobs are based on satisfaction, often unresolved problem. All kinds of careers cannot be separated from Islamic values ​​because all jobs, careers, positions are intended to serve and seek God's pleasure.

This longitudinal study investigated the career maturity growth curve of Korean Adolescents from 4th grade to 12th grade. The participants consisted of 3,241 male and 3,029 female students from the Korea Youth Panel Survey, a nationwide longitudinal study of South Korean adolescents. The present study explored the shape of the career maturity growth curve and the effects of sex-role stereotyping, gender, and socioeconomic status on the career maturity growth curve. Results indicated that the career maturity of Korean adolescents from 4th grade to 12th grade develops in a cubic manner. The authors found significant effects of household income and mother’s education level on the trajectory of the career maturity growth curve. The authors also found a significant, negative longitudinal relationship between sex-role stereotyping and career maturity as well as an interaction effect between gender and sex-role stereotyping on career maturity change. Implications for career guidance for Korean adolescents are discussed.

Objectives This study systematically organized and analyzed various factors that affect multicultural acceptance into individual, parental & peer, and school factors. The purpose of this study was to identify the influence of these factors on the multicultural acceptance of high school students. Methods Using data from the seventh year(2019) of the 2013 cohort of the Korean Longitudinal Study of Education, we analyzed variables related to multicultural acceptance among 6,207 second-year high school students. Individual-level variables included sense of community, mental health, volunteerism, cultural activities, and reading; parental & peer-level variables included parental emotional support, parental alienation, and peer attachment; and school-level variables included individualized instruction, interactive instruction, teacher achievement pressure, teacher enthusiasm, and teacher relationships. Results The hierarchical regression analysis showed that gender, sense of community, volunteerism, and cultural activities at the individual level, parental alienation and peer attachment at the parental & peer level, and individualized teaching style, teacher achievement pressure, teacher enthusiasm, and school region at the school level influenced high school students' multicultural acceptance. Conclusions To promote multicultural acceptance among high school students, a variety of multicultural education programs that promote individual, parental & peer, and school-related factors should be provided. They should also provide opportunities for participation in a variety of multicultural group-based activities.

In this study, we examined the longitudinal effect of the free semester system on middle school students’ academic achievement and career maturity using the Korean Education Longitudinal Study data, cohort 2013. We performed Difference-in-Difference (DiD) method to analyze whether the free semester system has effects on academic achievement and career maturity using the model moderated by parental academic support. We furthermore utilized quantile DiD method to examine whether the effects of the free semester system differ across the distribution of academic achievement and career maturity. As a result, we first found the significant positive effect of the free semester system on middle school students’ academic achievement and career maturity. Second, we found that parental academic support mediated its effects on math performance. Third, our findings indicate that the free semester system improves students’ academic achievement and career maturity, especially among students who performed to the bottom of its distribution. Based on these findings, practical implications and future research are discussed.

The education arena is faced with the dilemma of an aging teaching population in which the majority of teachers born in the baby boomer period, either will retire from the teaching community, or continue on a part time basis in the next 10 years. Combined with statistics that point to up to 50% of beginning teachers leaving the industry within 5 years, this dilemma becomes problematic for teacher supply to address the needs of future generations of learners (White & Moss, 2003). Whilst beginning teachers leave teaching for career, family, and personal reasons, they also leave due to negative teaching experiences that impact on their initial teaching beliefs and practices and their development within the first year of teaching, generally referred to as the induction period (Kelchtermans & Ballet, 2002; Valli, 2000; White & Moss, 2003). Whilst there is research literature on the nature of the induction period, this is limited from the perspective of a beginning teacher, in terms of how and what they experience and how and why their teaching beliefs and practices are changed or modified (Schwarz, 2001; Wang, Odell, & Schwille, 2008). Additionally, there is limited research into whether middle years of schooling beginning teachers experience this induction differently from other beginning teachers. This study explored how 4 middle years of schooling educated beginning teachers experienced their first year of teaching. The two females were employed in the same school, and the two males employed in separate schools, and all were in their mid twenties. The aim of the study was to highlight how this induction period is experienced through these four beginning teachers’ personalised narratives, and whether their middle years of schooling teacher education would be of benefit to this teaching development. Narrative research was utilised so as to gather these four participants’ stories of their experiences, perceptions and reflections of their teaching identity and practices within this first year of teaching. The study found that the participants experienced related negative factors that restrict successful teacher development, when compared with other studies that have established similar difficulties within the induction period (Connors, 2007; Kelchtermans & Ballet, 2002). What was crucial in the findings was the impact the key components of leadership, resilience and social skills had in contributing to developing a teaching identity successfully, and how these components were linked to their middle years of schooling teacher education. It is argued that narrative research assists productive teacher reflective practice; therefore as an unintended consequence this helped support these participants in building a positive teaching identity (Schwarz, 2001). Based on these findings, this study recommends that aspects of middle years of schooling teacher educated programs, particularly leadership, resilience and social skills, be more prominent in all teaching programs, and narrative research utilised for future beginning teacher studies and for the benefit of successful beginning teacher development.

The purpose of this study was to investigate the influence of variables related with school violence damage and school maladjustment to school adaptation divided into teacher relationship and peer relationship. In this study, SPSS PC + Win. 23.0 program was used. In order to examine the general characteristics of the survey subjects, frequency analysis was used. And t-test and ANOVA were used to test differences in school adaptation according to general characteristics. Then correlation analysis was used to identify correlations between major variables, and hierarchical regression analysis was used to compare the influence of major variables on school adjustment. The results of the study are as follows. First, according to gender, female students had higher teacher relationship than male students, but there was no significant difference in peer relationship. Also there was no significant difference in teacher relationship and peer relationship. But there were significant differences according to family type. Second, school violence, stress, and depression were positively correlated with each other. These three variables showed negative correlation with teacher relationship and peer relationship. Third, in teacher relationship, among the eight variables, depression was the most influential, followed by stress, school violence damage, and gender. And in peer relationship, among the 8 variables, depression had the greatest influence, followed by school violence damage, stress, and family income level. These results can be applied to improve adolescent's school adaptation and to provide appropriate policy suggestions.

BackgroundThere is strong evidence to support the association between bullying and the onset of mental health conditions in students with ASD (autism spectrum disorder). In Taiwan, the seventh grade marks the first year of middle school, following elementary school. This period is also when peers tend to perform bullying behaviours to establish status among the peer group. Therefore, seventh grade is considered one of the most challenging times for students with ASD due to several changes within the school environment and the developmental changes that arise at this age. This study aims to assess the association between the school environment and bullying victimization among students with autism spectrum disorder (ASD) enrolled in regular classes in their first year of middle school.MethodsData were obtained from the Special Needs Education Longitudinal Study database located in the Survey Research Data Archive of Academia Sinica. The analysis included one hundred eighty-four seventh graders with ASD who were in regular classes across Taiwan. The primary variables under study were whether the participants had experienced social exclusion, insults or teasing, extortion, or sexual harassment over the past semester.ResultsParticipants with a higher positive friendship quality (P = 0.027) and who had received more peer support upon encountering difficulties in school (P = 0.041) were less likely to experience social exclusion. Participants with a higher positive friendship quality (P = 0.001) and a more positive classroom learning environment (P = 0.031) were less likely to have experienced insults or teasing. However, participants with more friends were more likely to be extorted (P = 0.015) and sexually harassed (P = 0.001) than those with fewer friends. Furthermore, participants in regular classes on a part-time basis were 2.59 times more likely to report sexual harassment than those in regular classes on a full-time basis (P = 0.021).ConclusionsThis study suggests that a supportive school environment reduces the likelihood that seventh-graders with ASD will be bullied. Clinicians should consider the association between the school environment and bullying victimization among adolescents with ASD in regular classes during their first year of middle school.

Building on research that has focused on understanding how peers contribute to students' engagement, this dissertation explores the extent to which peer group influences on students' engagement may add to and be contextualized by qualities of the relationships they maintain with their teachers and their parents. To focus on how each of these adult contexts work in concert with peer groups to jointly contribute to changes in students' engagement, the two studies used data on 366 sixth graders which were collected at two time points during their first year of middle school: Peer groups were identified using socio-cognitive mapping; students reported on teacher and parent involvement; and teachers reported on each students' engagement. In both studies, models of cumulative and contextualized joint effects were examined. Consistent with models of cumulative effects, peer group engagement, parent involvement, and teacher involvement each uniquely predicted changes in students' engagement. Consistent with contextualized models suggesting differential susceptibility, peer group engagement was a more pronounced predictor of changes in engagement for students who experienced relatively low involvement from teachers. Similarly, peer group influences on changes in students' engagement were stronger for students who experienced relatively low involvement from their parents. In both cases, these peer effects were positive or negative depending on the engagement versus disaffection of each student's peer group. Both studies also used person-centered analyses to reveal cumulative and contextualized effects. Most engaged were students who experienced support from either both teachers and peers, or both parents and peers; the lowest levels of engagement were found among those students who affiliated with disaffected peers who also experienced either their teachers or parents as relatively uninvolved. Both high teacher and high parent involvement partially protected students from the motivational costs of affiliating with disaffected peers. Similarly, belonging to engaged peer groups partially buffered students' engagement from the ill effects of low teacher and parent involvement. These findings suggest that, although peer groups and teachers and parents are each important individually, a complete understanding of their contributions to students' engagement requires the examination of their joint effects.

The notion of the middle school years' suggests a stage that is in between; one that is neither a beginning nor an end, but is in some sense transitional-and yet (since we are giving it a name) one that has some special features of its own, distinct from what precedes it and what follows. The question that often arises, in discussions of language education, is whether the middle school years can be recognised as a definable stage in a child's development of language.

Objectives The purpose of this study is to identify the characteristics of each latent classes and to explore the factors affecting the classification of latent classes by sub-factors such as happiness, career maturity, creative personality, and citizen participation as emotional core competencies of talents with creativity-convergence.
 Methods Among the 3,000 students (cohort of 4th grade elementary school student, 1st grade in middle school, and 1st grade in high school) who were selected in the first year of the Daegu Education Longitudinal Study (2017), the subjects of this study were fourth-year students corresponding to the first year of high school in 2020. The target marking was stratified sampling method, which divided Daegu Metropolitan City into eight administrative districts, and the schools in the area were tabulated wirelessly, and the number of schools in each target layer was determined in proportion to the number of students in the target layer compared to the total number of students. High schools were determined in proportion to the number of students by dividing them into general, special-purpose, specialized, and autonomous public high schools according to their affiliation, and 979 boys (52.5%) and 897 girls (47.8%) A total of 1,876 data were used for analysis. The emotional core competency measurement tool used a total of 49 questions related to happiness, career maturity, creative personality, and civic participation used in the longitudinal study of education, and the factors influencing this were largely divided into individual (3 factors), family (5 factors), and school (5 factors) factors, and the questions were used for analysis.
 Results The number of latent classes was confirmed to be most appropriate when classified into three, and the results of analyzing the factors affecting the latent classes are as follows. First, in the individual factors, self-efficacy was found to have a very important effect on emotional core competencies. Second, in the family factor, communication with parents had the greatest influence. Third, in the school factor, support from friends was found to have the greatest influence. In particular, in the individual factors, self-efficacy was found to have a superior effect on self-efficacy in the upper group compared to the overall lower group, and the support of friends and cooperative learning had a greater effect than the support of teachers.
 Conclusions Schools and educational authorities recognize the importance of communication between parents and children and positive relationships between friends and teachers, and for this purpose, it is necessary to devise and apply customized programs suitable for the characteristics of the latent classes. Efforts to develop effective strategies and practice efforts to cultivate students' emotional core competencies should be continued.

본 연구는 혁신학교 진학에 따른 중학생의 학업성취도와 진로성숙도의 변화양상을 파악하고 학업성취도 및 진로성숙도 잠재계층과 잠재계층 전이에 영향을 미치는 요인을 탐색하고자 하였다. 이를 위해 경기교육종단연구(Gyeonggi Education Panel Study: GEPS)의 4-6차년도(중1-중3) 자료를 사용하였으며, 학업성취도 및 진로성숙도 잠재계층의 변화양상과 영향요인을 확인하기 위해 3단계 접근법(3-step approaches, Asparouhov & Muthén, 2014)을 적용한 잠재전이분석(Latent Transition Analysis)을 실시하였다. 분석 결과, 중학교 1학년 시기의 학업성취도 및 진로성숙도 잠재계층은 ‘고성취-고성숙 집단’과 ‘저성취-저성숙 집단’으로 분류되었으며, 중학교 3학년 시기의 학업성취도 및 진로성숙도 잠재계층도 ‘고성취-고성숙 집단’과 ‘저성취-저성숙 집단’으로 분류되어 각각 두 개의 잠재계층으로 구분 되었다. 중학교 1학년 시기에서 중학교 3학년 시기까지의 잠재계층의 전이에 영향을 주는 요인을 검증한 결과, 중학교 1학년 시기에 ‘저성취-저성숙 집단’인 경우 자발적 주도성 창의성과 부모애착 신뢰가 높을수록 중학교 3학년 시기에 ‘고성취-고성숙 집단’으로 변화하는 집단에 속할 확률이 높은 것으로 나타났다. 이러한 연구결과를 토대로 본 연구의 시사점 및 후속연구를 위한 제언을 논의하였다.This study was designed to investigate the changes of academic achievement and career maturity of middle school students after entering innovation middle school, and to explore the factors affecting latent classes and transitions of latent classes over middle school years. Data were utilized from 「Gyeonggi Education Panel Study: GEPS 2012 (4th and 6th waves)」, latent transition analysis with 3 step approaches was used. The results highlighted two latent classes in both 1st and 3rd grade in middle school which were identified:‘low-achievement and low-maturity’and‘high-achievement and high-maturity’, respectively. The higher autonomous creativity and relationship with parents for‘low-achievement and low-maturity group’in the 1st grade in middle school, the higher the probability of transferring to ‘high-achievement and high-maturity group’n the 3rd grade in middle school. Based on the results of this current study, the implications and the suggestions for the future research were discussed.

Objectives The purpose of this study is to examine the trend of changes in adolescents' physical activity using data on adolescents' physical activity over the past five years from the first year of middle school to the second year of high school. In addition, it is intended to provide basic data for improving healthy physical activity by checking how the participation time of adolescent survey participants who experienced the COVID-19 epidemic has changed. Methods This is a secondary analysis study using data from the ‘Korean Children and Youth Panel Survey 2018’. Analyses were conducted using descriptive statistics, frequency analysis, correlation analysis, and latent growth model analysis with the SPSS/AMOS 25 program. Results First, The average physical activity time of adolescents decreased each year from middle school to high school, but remained at similar levels during the first and second years of high school. Second, The physical activity during the first and second years of middle school showed the highest positive correlation, while the correlation between the first year of middle school and the second year of high school was the lowest. Third, the latent growth model analysis showed that a nonlinear change model was more appropriate than a linear change model for the trends in adolescent physical activity. Specifically, the decrease in average physical activity time was pronounced during the middle school years and became more gradual during the high school years. Lastly, the changes in physical activity before and after the COVID-19 pandemic were significant, and the reduced levels of physical activity persisted thereafter. Conclusions Changes in adolescent physical activity were related to transitions between school levels, with particularly rapid changes observed before and after the COVID-19 pandemic. This highlights the need for appropriate encouragement of physical activity tailored to the growth stages of adolescents and active measures to enhance physical activity levels that declined after the COVID-19 pandemic.

본 연구는 청소년을 대상으로 위기요인, 자기효능감과 진로성숙도를 파악하기 위해 시도된 서술적 조사 연구이다. 연구대상은 강원도 T시 소재 중학생 96명과 고등학생 104명 총 196명의 응답 자료를 수집하였고 수집된 자료는 SPSS win17.0을 이용하여 기술통계와 평균, 표준편차, t-test, ANOVA, 상관관계, 다중회귀분석을 하였다. 연구결과는 다음과 같다. 위기요인은 남학생이(p<.01), 학년은 중학교 2학년이(p<.001), 학업성취도는 하위권학생(p<.001)이 가장 높게 나타났다. 청소년의 위기요인은 자기효능감과 진로성숙도에 부(-)적 상관관계가 나타났다. 진로성숙도와 자기효능감에 영향력을 주는 것은 청소년의 위기요인 하위영역 중 가정, 학교, 지역사회요인이었다. 본 연구를 바탕으로 청소년들이 위기 상황에 직면했을 때 학교적응을 북돋울 수 있는 상담 및 교육프로그램 개발의 필요성을 제언한다.This study aims to describe the relationships among risk-factors, self-efficacy and career maturity of adolescents. The data were collected from 196 middle and high school students in T city of Gangwon-do and analyzed using descriptive statistics, Pearson’s correlation coefficients, ANOVA and multiple regression analysis. The results of the study are as follows. The highest risk-factors turn out to be male (P<.01), the second grade in middle school (p<.001), and the lowest academic achievement (p<.001). The risk factors of adolescents showed a negative correlation with self-efficacy and career maturity. Factors influencing career maturity and self-efficacy were family, school, and community factors. The findings suggest the necessity of developing counseling and education programs that can facilitate school adaptation when adolescents face a crisis situation.