대학생이 지각한 사회적 지지와 진로결정 자기효능감 간의 관계에서 진로결정 자율성의 매개효과

The complexity and uncertainty of modern society changing every minute have enormous impacts on the lives and careers of individuals living in this era. The major changes to the structure of the occupational society driven by the COVID-19 pandemic and the Fourth Industrial Revolution are increasing uncertainty about careers. In this situation, how college students deal with the career uncertainty they experience works as an important element in their career decisions. This study thus sets out to verify the effects of reduced career uncertainty of college students on their career decision-making self-efficacy.
 In order to reduce career uncertainty, the investigator implemented a group counseling program for careers whose effectiveness on the reduced career uncertainty of college students was verified. The study selected college students in lower graders(freshmen and sophomores) to participate in the program for the research purpose at S University in Chungcheongnam Province. They were divided into 163 experimental groups and 159 control groups. While the experiment group participated in an 11-session program with a 50-minute session once or twice per week, the control group participated in no programs. A survey was conducted before and after the program, and collected data was put into the paired-sample t-test and covariance analysis with the SPSS Win 23.0 program.
 The findings show that the experiment group had reduction effects in all the subfactors of career uncertainty and that the control group showed no statistically significant effects. The experiment group that had reduction effects for career uncertainty made a statistically significant increase in career decision-making self-efficacy, but there were no significant changes to that of the control group. The present study demonstrated that the reduction of career uncertainty as the first measure for the career uncertainty of individuals had positive effects on the enhancement of career decision-making self-efficacy and shed light on causal relations between the reduction of career uncertainty and career decision-making self-efficacy, thus holding its significance. The findings of the study are expected to serve as grounds for plans to provide more effective career decision counseling by examining the relations of psychological factors in college students that have difficulties with their career decisions due to the uncertainty of their future.

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.

The mediation effects were studied in present research which comprised of variables: gender, self-efficacy and Commitment to Career Choice (Vocational Exploration and Tendency to Foreclose). The sample (N=400) comprised of BA third year college students (natural science and social science) of Jamia Millia Islamia, New Delhi. Career decision making Self Efficacy Scale and Commitment to Career Choice Scale were psychological measures used to carry out this research. Mediation was implemented out as per Hayes process 2.0 model 4. The study yielded following results. Partial mediation was observed by Career decision making Self-Efficacy only between gender and on one dimension of Career Choice i.e., Vocational Exploration. However, this study studies gender being an independent variable, career decision making self-efficacy as a mediator variable and Commitment to Career Choice (Vocational Exploration and Tendency to foreclose) as a dependent variable. Though, there is a rich review of literature on self-efficacy with respect to gender and activities related with career choice. But the results demarcate how career decision self-efficacy interacts with gender specifically on career choice.

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.

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.

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.

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

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.

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.

This study primarily analyzes the impact of career decision self-efficacy and career preparation behavior on career adaptation, discussing the mediating role of career preparation behavior among 522 college students. The results show significant positive correlations among career decision self-efficacy, career preparation behavior, and career adaptation. Career decision self-efficacy significantly positively influences career preparation behavior, with the sub-factors of influence in descending order being problem-solving, future planning, and goal-setting. Self-evaluation and career information do not have a significant impact on career decision self-efficacy. Career decision self-efficacy also has a significant positive effect on career adaptation, with future planning and problem-solving having the highest influence. Self-evaluation, career information, and goal-setting do not significantly impact career adaptation. Career preparation behavior has a significant positive effect on career adaptation, with the sub-factors in descending order being information gathering behavior, goal achievement behavior, and tool preparation behavior. In the mediation test, career preparation behavior partially mediates the effects, mainly through problem-solving and future planning influencing information gathering and goal achievement behaviors, thereby enhancing students' interest in careers, self-behavioral control, curiosity about future developments, and confidence. Thus, problem-solving and future planning in career decision self-efficacy are critical for enhancing students' career adaptation and achieving high-quality employment.

As boundaryless careers become mainstream, individuals need to enhance career decision-making self-efficacy (CDSE) during career transitions to secure better employment outcomes and sustainable career development, especially when moving from a school to a work environment. Drawing on social cognitive career theory, this study empirically proposed a moderated mediation model to examine whether proactive personality (measured at Time 1), career success criteria clarity (CSCC, measured at Time 2), and family socioeconomic status (including family income, parents’ educational level, and parents’ occupational level; measured at Time 1) would contribute to CDSE (measured at Time 2). Results based on a two-wave survey of 235 college students showed that: (1) proactive personality positively predicted CDSE; (2) CSCC positively predicted CDSE; (3) CSCC partly mediated the relation between proactive personality and CDSE; (4) the positive effect of CSCC on CDSE was stronger among students with a lower family socioeconomic status. Individuals with strong proactive personalities were more likely to develop salience in career success criteria and in turn became more confident in making career decisions. Therefore, vocational educators in higher education could help to improve students’ CDSE by promoting training programs for proactive thinking, providing successful role models, and encouraging family involvement, especially for students with a lower family socioeconomic status.

The purpose of this study was to empirically verify the relationship between university education service quality, department satisfaction, and career decision-making self-efficacy perceived by college students. In addition, the mediating effect of department satisfaction was verified in the influence of career decision-making self-efficacy according to the quality of university education service. To this end, in this study, a survey was conducted on 123 college students in the aviation service-related department, and statistical analysis was conducted on the survey data. As a result, university education service quality, department satisfaction, and career decision. It was found that there was a significant positive effect between self-efficacy. In addition, the results of verifying the mediating effect of department satisfaction in the relationship between university education service quality and career decision-making self-efficacy showed that the mediating effect of department satisfaction was significant. Through this study, the significance of this study can be evaluated as the significance of this study is that it empirically revealed whether the quality of university education service can increase the satisfaction of college students

Path Analysis of Career Decision-making Among Nursing Students: A Descriptive Cross-sectional Study.

Objectives The purpose of this study was to analyze differences in student-athletes' school adjustment, career decision self-efficacy, and social support based on the type of soccer team they play on in middle and high school. Methods To achieve the objectives of this study, student-athletes from secondary school football teams and football club teams were selected as the subjects of the study. Convenience sampling was used to select the sample, and a questionnaire was distributed to collect data. A total of 425 copies of the questionnaires were selected for the study. The data was processed using the SPSS 21 programme. Frequency analysis was conducted to identify the general characteristics of the study population. Independent samples t-test was conducted to determine the differences in student-athletes' adjustment to school life, career decision self-efficacy, and social support according to the type of football team management.. Results The results of the analysis of the differences in student-athletes' adjustment to school life according to team management type showed that student-athletes in club teams had higher scores in all sub-factors of relationship with teachers, relationship with classmates, understanding and participation in class, following rules and activities, and cyber class and communication, with statistical significance. When analysing the difference in career decision self-efficacy between student-athletes with different team management styles, the results showed that club team players were higher in all sub-components of self-assessment, gathering career information, planning, goal setting, and problem solving, with statistical significance. When analysing the difference in social support between student-athletes with different team management styles, the results showed that club team members were higher in all sub-factors of daily emotional support, problem emotional support, social support, daily tool support, and problem tool support, with statistical significance. Conclusions We found that differences in the way school teams and club teams are organised affect student-athletes' adjustment to school life, career decision self-efficacy, and social support. These differences may have a somewhat negative impact on student-athletes in school teams, suggesting that the overall career guidance and sports activities of student-athletes should be reconsidered from the perspective of the educational experience.

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.