고등학생이 지각한 부모진로관련행동과 진로준비행동 간의 관계에서 진로결정자기효능감의 매개효과

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.

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.

We conducted a structural analysis on the creativity, self-leadership, self-determination, career decision-making self-efficacy, and career preparation behavior of college students who participated in the training courses of lifelong educators. The results are as follows: First, the creativity has meaningful influence on career preparation behavior. Second, the creativity has meaningful influence on self-leadership, self-determination, and career decision-making self-efficacy. Third, their self-leadership and self-determination, and career decision-making self-efficacy has meaningful influence on career preparation behavior. Fourth, we confirmed that self-leadership, self-determination, and career decision-making self-efficacy have meaningful mediation influence between the creativity, and career preparation behavior.

This study empirically examined the effects of high school prior learning experience on the career decision-making process of undergraduate students majoring in IT-related fields by analyzing the relationships among prior learning experience, academic achievement, career decision self-efficacy, and career preparation behavior. The results indicated that prior learning experience did not have a statistically significant effect on academic achievement at the university level, whereas academic achievement showed significant positive effects on both career decision self-efficacy and career preparation behavior. In particular, academic achievement exerted a positive and moderate influence on career preparation behavior (β = .322), indicating that higher academic performance was associated with greater engagement in career-related actions. These findings suggest that academic achievement developed during the university period plays a crucial role in enhancing students’ confidence in their major-related competencies and promoting career preparation activities, underscoring the importance of university-level learning experiences in career development.

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.

Trauma and self-harming behaviors in high school students: The mediating role of identity formation

This study examined the unique and interactive effects of various career-specific parenting practices (i.e., parental career support, interference, and lack of engagement) on Chinese high school students’ career decision-making self-efficacy (CDSE) as well as the mediating role of autonomy in such associations. Based on data from 641 Chinese high school students (47.6% male; mean age = 15.28 years old, SD = 0.49) in 2016, two moderated mediating effects were identified. Higher level of parental career engagement strengthened the positive association between parental career support and adolescents’ autonomy, which in turn, was associated positively with adolescents’ CDSE. Parental career interference related negatively with adolescents’ CDSE via autonomy when lack of parental career engagement was low, but related positively with adolescents’ CDSE via autonomy when lack of parental career engagement was high. These findings advance our understanding of the underlying processes between career-specific parenting practices and adolescents’ CDSE. Implications for practices were discussed.

As the next generation, high school students receive teaching and habituation about behavior towards the environment. The form of habituation of environmental management behavior is done through various programs, one of which is Green School. Green School encourages all school residents to get used to eco-friendly behavior. This research raises the issue of the impact of the Green School program on students' environmental behavior. The form of participation and behavior of environmental management are also described in this study. The method used is a survey using the pro-environmental behavior instrument among high school students in the school. The results indicate that the environmental behavior of high school students is still in the medium category, which means that environmentally friendly behavior among high school students has not been accustomed. Besides, the impact of the Green School program has not been fully able to familiarise students with environmentally friendly behaviors

In the field of vocational psychology, career decision-making self-efficacy (CDMSE) and career exploration (CE) are considered the crucial factors for developing a sustainable career. This study investigated the relationship between CDMSE and CE among Chinese high-school students, as well as the moderating effects of gender and school. From 2019 to 2021, 24,273 students from 13 different high schools were recruited in the study (male = 15,050, female = 9223; urban schools = 12,327, rural schools = 11,946). The results showed that (i) male students scored significantly higher than female students in both CDMSE and CE, (ii) students from urban schools scored significantly higher than students from rural schools in both CDMSE and CE, (iii) CDMSE positively predicted CE, and (iv) school moderated the relationship between CDMSE and CE, with the effect of CDMSE on CE stronger among rural school students; a moderating effect of gender was not found. These findings indicate that promoting CDMSE can lead high-school students, especially rural school students, to engage more in CE to ensure sustainable career development under the protean and boundaryless career orientation.

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.

Adolescence is a time when someone has negative behavior, a difficult phase for children and parents. Emotional imbalance and instability in many ways manifest itself at this time. Emotional inconsistency in adolescents causes adolescents to act responsively such as aggressive, rebellious, stubborn, annoying behavior, which results in social problems in interacting with those around them. The aggressive behavior of students in schools has become a universal problem, and is likely to increase recently. The purpose of this study was to see the application of group counseling to decrease the aggressive behavior of high school students. Another objective of the study is to examine the differences in the application of group counseling before and after treatment. Purposive sampling and aggressive scales were used in this experiment, to obtain 20 samples consisting of 10 students in the control group and 10 students in the experimental group at SMP Negeri 13 Surabaya who were recorded as having committed aggression at school. The rule used is a quantitative approach to analyzing data. The results of the field survey showed that students often protested and disrespected teachers, cursed, cursed, made chaos, made noise, said indecent words, and lied. By utilizing group dynamics, the authors provide group counseling interventions to reduce students' aggressive behavior. From the results of the study, it is proven that group counseling has an effect on decreasing aggressive behavior of junior high school students.

This study examined the differential impact of an educational intervention on high school students' career maturity based on gender. Dimensions of career maturity investigated include congruence, career certainty, career indecision, career decision-making self-efficacy and career exploration. Females were found to increase significantly in congruence and decrease significantly in career indecision as a result of the intervention. Males' career decision-making self-efficacy was positively and significantly affected by the intervention, and the extent of their career engagement was found to have been significantly and negatively affected. These gender differences suggest the development of career maturation occurs differentially for males and females.

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.
 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.
 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.
 Conclusions Perceiving social support to enhance college students' career decision self-efficacy. We intend to provide basic data to promote career decision-making autonomy.

This research investigates the knowledge and behavior of high school students regarding financial literacy and personal finance. Since the current social-economic system is dynamic, everyone should be financially literate. High school students’ financial literacy, their financial decision-making behaviors, and the effectiveness of the current financial education intervention are also explored in the study. Adolescence is a dynamic developmental age at which people become independent in managing their monetary affairs, including budgeting, savings, and investments. However, most learners transit to adulthood with poor preparedness to meet various financial demands, hence a long-term effect on the student’s stability. The goals of the study are; to measure the current status of financial literacy among high school students, evaluate their spending patterns and financial decisions, explore factors affecting financial knowledge, and compare the effectiveness of financial education programs offered in secondary schools. In this research, these areas are explained, and it becomes clear how financial literacy is a privileged issue for people based on their socio-demographic background, thus stressing the importance of interventional approaches. The findings are intended for policymakers, educators, and stakeholders and highlight a need for better financial education curricula that would teach students more about financial independence. In sum, this study brings to light a basic set of skills with which young people should be endowed to ensure financial literacy and support of economic and social stability.

In the field of career development, career decision-making self-efficacy plays an important role in adolescents' career decision-making process, decision-making ability, career exploration behaviour, performance goals, and career identity. The main objective of this review was to identify and analyse the instruments used by researchers to measure high school students' CDSE. Using the Systematic Literature Review method, the researcher specifically identified Scopus-indexed articles published between 2003 and 2023. The authors found that the Career Decision Self-Efficacy Scale Short Form (CDSES-SF), developed by Betz, Klein, & Taylor (1996), is the most widely used instrument to measure career decision self-efficacy. The CDSES-SF shows high reliability, with Cronbach's alpha ranging from α=0.78-0.95, placing it in the good and excellent categories. In addition, the CDSES-SF has been applied to diverse high school students from different races, ethnicities, ages, grade levels, skin colours, genders, and countries. Keywords: career decision self-efficacy, high school students, a systematic literature review, instrument