대학생의 자아정체감이 진로성숙도에 미치는 영향

The purpose of the researcher was to investigate the association of locus of control, scholastic achievement and career intervention programs with career maturity in high school juniors and seniors. Three Independent variables were investigated: 1) career intervention programs, 2) locus of control, and 3) scholastic achievement. The dependent variables were career maturity scores derived from the eight subscales on the Career Development Inventory: Career Planning (CP), Career Exploration (CE), Decision-Making (DM), World-of-Work (WW), Preferred Occupational Group (PO), Career Development-Attitudes (CDA), Career Development-Knowledge and Skills (CDK), and Career Orientation Total (COT). Three Instruments were used: 1) a demographic data sheet constructed by the researcher to obtain scholastic achievement levels; 2) Rotter's (1966) Social Reaction Inventory to obtain locus of control orientation; and 3) Career Development Inventory to obtain career maturity scores. The subjects consisted of 66 high school students. A pretest, posttest two or more groups mixed design was employed. Five composite null hypotheses were tested employing one-way analysis of covariance. A total of 40 comparisons were made. Three of the 40 comparisons were statistically significant at the .05 level. The three statistically significant comparisons were for main effects. The significant main effects were for the dependent variables: (DM), (WW), and (CDK). Career Awareness Program participants with high scholastic achievement had larger adjusted post mean scores for (DM), (WW), and (CDK) than Career Awareness Program participants with low scholastic achievement. From the results it was concluded that: (1) High scholastic achievers in a relatively short-term career intervention program are able to Increase their career decision-making skills as measured by the CDI subscale, Decision-Making (DM). (2) High scholastic achievers in a relatively short-term career intervention program are able to increase their knowledge of the work world as measured by the subscales, World-of-Work (WW). (3) High scholastic achievers in a relatively short-term career Intervention program are able to increase their knowledge and skills related to career problem-solving and Job success as measured by the CDI subscale, Career Development-Knowledge and Skills (CDK). (4) Career maturity is not enhanced by participation in career intervention programs. (5) Career maturity is not affected by a person’s locus of control orientation.

<p style="text-align:justify">This study investigated college students’ career maturity as a mediator of the effect of professional identity on academic achievement. The researchers developed a structural equation model and a research hypothesis using the Chinese college students’ professional identity scale, career maturity scale, and academic achievement scale. After experts’ revision and confirmatory analysis, the 3 scales had sufficient reliability, validity, and fit. The researchers distributed electronic questionnaires to students in 4 universities in Jilin Province, China, and participants responded using 5-point Likert-type scales. The researchers collected 1,104 valid questionnaires. According to the analysis, college students’ professional identity is a positive predictor of their academic achievement, and career maturity partially mediates the influence of professional identity on academic achievement. Therefore, improving Chinese college students’ professional identity may improve their academic achievement, and professional identity can have a positive effect on academic achievement through career maturity. University administrators and teachers should enhance the career maturity of college students and promote their professional development.</p>

This study investigates the effect of parental attachment on job seeking stress among the university students and junior college students. We explore the mediating effects of self-efficacy and career maturity on the relations between parental attachment and job seeking stress. We selected 292 university students and 285 junior college students as participants from Daegu and Gyeongsangbuk-do. All participants completed surveys on the measurement of parental attachment, self-efficacy, career maturity, and job seeking stress. Collected data was analyzed by descriptive statistics, Pearson’s correlation, structural equational models, and Sobel test with SPSS software ver. 18.0 and Amos software ver. 18.0. The major findings are as follow. First, parental attachment had no significant effect on job seeking stress. Second, self-efficacy and career maturity mediated between parental attachment and job seeking stress. In addition, there were significant differences between university students and junior college students regarding the relation between parental attachment and job seeking stress. Junior college student’s career maturity had a greater influence than that of the university students. The findings of this study suggest that intervention to address self-efficacy and career maturity are important to resolve college students’ job seeking stress; in addition, school type should be considered to understand job seeking stress. Keywords: parental attachment, self-efficacy, career maturity, job seeking stress

This study aims to look at the impact of the Career Exploration Module on the ability of career planning, career self-efficacy and career maturity among community college students. A quasi-experimental design was used to evaluate using non-equivalent pre-test and post-test control group. The sample comprised 122 semester four students from two community colleges in the state of Malacca. Data were collected using three sets of instruments; i) Career Planning Competencies Instruments to measure the ability of career planning, ii) Career Maturity Inventory-Revised (CM-R) to measure attitudes and skills in career planning and iii) Career Decision Making Self Efficacy Scale (CDMSE-SF) to measure the level of students' career self-efficacy. The reliability of the instruments was analyzed using Cronbach Alpha and the value for all three instruments exceeded .70. Data were analyzed using descriptive and inferential statistics. Descriptive analysis uses mean, frequency and percentage to see the difference between groups while inferential analysis uses MANOVA to see the difference between the groups after the experiment. The results showed that there was a significant difference between the control group and the experimental group for the variables of the abilities of career planning, career self-efficacy and career maturity after the experiment. The results of the experiment have shown that the ability of career planning, career self-efficacy and career maturity can be improved if students follow a systematic career program. The usage of Careers Exploration Module has proven to build community college students in improving their career skills. DOI: 10.5901/mjss.2015.v6n6s1p464

The goals of this study are to demonstrate and examine how socioeconomic status and internal locus of control affect Career Readiness through the mediation of career maturity. This study uses primary data and quantitative methods. Students in the XII grade at SMK Negeri 45 West Jakarta made up the study's population, and 163 research samples were collected using the Slovin formula. Proportionate stratified random sampling was the method used for the sampling. Path analysis using SmartPLS version 4.1.0.9 was the data analysis technique employed in this study. This study makes reference to Hair et al. The findings showed that internal locus of control has a positive and significant effects on career maturity and career readiness, socioeconomic status has a negative effect on career maturity and career readiness, career maturity has a positive and significant effects on career readiness, career maturity is able to mediate the effect of internal locus of control on work readiness, but career maturity is not capable to mediate the effect of socioeconomic status on work readiness.

Relationship between career education, sex, and career maturity of sixth and eighth grade pupils

General Background: Career maturity represents a crucial developmental task for vocational high school students transitioning to higher education or the workforce. Specific Background: Many students experience uncertainty in career planning due to unclear self-understanding and vague future orientation, which may hinder structured career decision-making. Knowledge Gap: Previous studies have predominantly examined self-concept and future time perspective separately, with limited research integrating both variables simultaneously in explaining career maturity among vocational students. Aims: This study aims to examine the relationship between self-concept and future time perspective with career maturity among twelfth-grade students of SMK X Sidoarjo. Results: Using a quantitative correlational design involving 264 students selected through proportionate random sampling, the findings reveal significant positive relationships between self-concept and career maturity, as well as between future time perspective and career maturity. Multiple regression analysis indicates that both variables simultaneously contribute significantly to career maturity. Novelty: The study offers an integrated correlational model combining two internal psychological constructs within a single framework for vocational students. Implications: The findings underline the importance of strengthening self-understanding and structured future orientation through school-based career guidance programs to support adaptive career planning and decision-making. Keywords: Self-Concept, Future Time Perspective, Career Maturity, Vocational High School Students, Career Development Key Findings Highlights: Internal psychological factors jointly explain substantial variance in students’ vocational readiness. Positive self-evaluation aligns with structured planning and autonomous decision processes. Long-term goal orientation relates to systematic exploration of occupational pathways.

General Background Career preparation represents a central developmental task during early adulthood, particularly for university students approaching graduation who must make informed occupational decisions aligned with personal competencies and labor market demands. Specific Background Final-year students frequently encounter uncertainty in career planning, limited occupational information, and difficulty making independent career decisions, indicating varying levels of career maturity. Future Time Perspective is considered a psychological construct reflecting individuals’ perceptions of opportunities and limitations related to their future goals and planning processes. Knowledge Gap Although career maturity has been widely discussed, empirical examination of its statistical relationship with Future Time Perspective among final-year university students remains limited within specific institutional contexts. Aims This study aims to investigate the relationship between Future Time Perspective and career maturity among final-year students at Universitas Muhammadiyah Sidoarjo. Results Using a quantitative correlational design with quota sampling involving 162 students, data analyzed through Spearman correlation revealed a significant positive relationship between Future Time Perspective and career maturity (r = 0.761, p < 0.001). Most respondents demonstrated moderate levels of both Future Time Perspective (72%) and career maturity (65%). Novelty The study provides empirical evidence linking psychological future orientation with career development readiness using validated measurement scales within a higher education population. Implications The findings indicate that clearer future orientation is associated with higher readiness in career decision processes, offering empirical references for career guidance initiatives and student developmental programs in higher education settings. Highlights: Statistical Analysis Identified a Strong Positive Correlation Between Psychological Future Orientation and Readiness for Occupational Decision Making. Majority of Participants Demonstrated Moderate Levels Across Both Measured Psychological Constructs. Empirical Data Derived From 162 Undergraduate Respondents Using Validated Psychometric Instruments and Spearman Correlation Analysis. Keywords: Future Time Perspective, Career Maturity, Final Year Students,, Career Development, Quantitative Correlational Study

This study aims to promote the development of vocational education in our country energetically. The analysis is followed by introducing the course of development on vocational and technical education in Britain and summarizing the successful experience of vocation in our country with strengthening the funding and legislation for the state of vocational education as well as putting forward suggestions for reform and innovation of education to improve the system of certificates.

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.

Cognitive complexity and career maturity among college students

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.

This study attempted to investigate the mediating effects of satisfaction with college major in the influence of quality of education service on career maturity. For this, a total of 410 junior and 2-year, 4-year college students majoring in beauty in Seoul and Gyeonggi-do were examined. Research models were set according to the analysis of the results of a pilot study, and then 4 research hypotheses were formulated. The collected data were analyzed by descriptive statistics, confirmatory factor analysis, correlation analysis and structural equation model analysis, and the results found the followings: First, the quality of educational services had a positive influence on satisfaction with academic major with statistical significance. Second, the quality of educational services revealed a positive effect on career maturity with statistical significance. Third, satisfaction with academic major showed a positive influence on career maturity with statistical significance. Fourth, satisfaction with academic major revealed a partial mediating effect in the effects of the quality of educational services on career maturity. According to the above results, four hypotheses were all supported. It is anticipated that the study results would be available as the empirical data needed to improve the quality of college education services. They would also be useful in developing an efficient career development and employment plan for college students majoring in beauty.

The primary objective of this study is to categorize the different forms of economic reliance that unemployed young adults have on their parents and identify the factors contributing to this dependency. The study utilized data from the Youth Panel Survey (YP) conducted by the Korea Employment Information Service and performed a latent class analysis on unemployed young adults receiving financial support from their parents. Based on the reasons for and levels of parental financial support, four distinct types of economic dependency were identified: 'Moderate Living Expense Dependency,' 'High Housing Expense Dependency,' 'Minimal Living Expense Dependency,' and 'Unconditional Dependency.' Each type is differentiated by the specific reasons young adults rely on their parents and the level of financial support they receive. The study further analyzed how sociodemographic characteristics, career maturity, job search preparation, and work values influence these types of economic dependency. The results indicated that the 'High Housing Expense Dependency' type was more common among young adults living in metropolitan areas and those with a university degree or higher. This group tended to receive higher amounts of financial support from their parents for housing costs. On the other hand, the 'Unconditional Dependency' type was prevalent among students and those whose parents had greater wealth. This group exhibited lower levels of career maturity and placed more importance on economic rewards and job security in their work values. Additionally, the study demonstrated that economic dependency among unemployed young adults is closely linked not only to financial factors but also to their career maturity and job search preparation. For example, those categorized under 'Moderate Living Expense Dependency' and 'High Housing Expense Dependency' exhibited lower career maturity but higher levels of job search preparation. This research aims to provide important policy insights by offering an in-depth understanding of the complex reasons behind young adults' financial dependence on their parents and the types of support they receive. The findings will contribute to developing policies that promote the economic independence of young adults and support a smoother transition into the workforce. Furthermore, the study provides foundational data to help reduce the challenges these young adults face during their transition into employment.

Purpose: The purpose of this study was to explore the factors affecting the career maturity of middle school 3rd graders. Methods: This research used data from the fifth year of the Korean Education Longitudinal Study 2013」, and questionnaire data of 6,517 students in the third year of middle school were analyzed by performing regression analysis and bootstrapping. Results: This study found that teacher enthusiasm and relationship with students, students’ meta-cognition, and peer relationship had a significantly positive effect on career maturity in adolescence. Second, students' meta-cognition mediated the relationship between teacher enthusiasm and relationship with students and career maturity. Third, the moderating effect of peer relationship was significant in the relationship between teacher enthusiasm and relationship with students and student meta-cognition, and between teacher enthusiasm and relationship with students and adolescent career maturity. Finally, the moderated mediating effect of peer relationship in the relevance between teacher enthusiasm and relationship with students and students’ career maturity mediated by student meta-cognition was significant. Conclusion: The finding suggests that effective plan for friendship improvement is required in order to develop adolescent career maturity. Implications of this study were discussed.