• Journal of vocational education research
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• v.33 no.3
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• pp.19-36
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• 2014

Introducing the Coarsened Exact Matching(CEM), this study evaluates the effect of career experiential learning on career maturity and academic achievement among Korean adolescents. To guarantee the randomness between the students who has had career experiential learning and the others who has not, we process the raw data through the CEM before the regression analysis. According to the result, the efficacy of the career experiential learning on students' career maturity and their academic achievement still remains statistically significant even after the CEM. This positive significance of career experiential learning is consistent for both high school students and middle school students. Furthermore, direct experiential learning is more efficient than indirect experiential learning to improve career maturity of the students. These results implied that academic ability, as well as, career maturity could be developed by career experiential learning. While emphasizing the importance of career experiential learning for Korean adolescent, we also discuss the social implications of this study to encourage career education and its limitations.

• The Journal of the Korea Contents Association
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• v.15 no.8
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• pp.564-578
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• 2015

The present study is aimed to investigate antecedents(person-job fit, human capital investment) and outcome variable(subjective career success) of continuous-related career learning, and to demonstrate mediating effects of continuous-related career learning. The data which was applied to analysis was collected from 241 office workers who have worked for automobile company in Ulsan and public companies in Jeju and applied temporal separation of measurement as an alternative for common method bias. The results are as follows. First, person-job fit, human capital investment affected to career-related continuous learning positively. Second, the impacts of career-related continuous learning to subjective career success was positively significant. Third, the mediating effects by career-related continuous learning demonstrated statistically significant in the links between antecedents-outcome variables as partial mediation. Implications of this study contribute to expand research area of continuous-related career learning with regard to job and organizational variables, and to facilitate of research interests on subjective career success. In addition, the mechanism of career advance was empirically proved by continuous-related career learning.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.5
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• pp.616-626
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• 2012

The purpose of this study is to verify career maturity, achievement goal, learning attitude and academic achievement relation with subjects-related career education of middle school students. To achieve these aims, this study used SELS(Seoul education longitudinal study) of Seoul Education Research & Information Institute. Also, analysis as well as descriptive statistics calculation on average, deviation, skewness and kurtosis of variable factor and calculated characteristic item and degree of reliability(Cronbach ${\alpha}$). For goodness of fit test, this study used TLI(Tucker-Lewis index) and RMSEA(Root mean square error of approximation). To achieve the ultimate objects, this study used LMA(latent mean analysis) for analysis of difference career maturity, achievement goal, learning attitude and academic achievement relation with subjects-related career education in middle school students. The results are as follows. First, experience relation with subjects-related career education were influenced on career maturity with career cognition. Second, experience relation with subjects-related career education were influenced on achievement goal, learning attitude, and larger than career maturity and academic achievement. Third, experience relation with subjects-related career education were influenced on middle school students more than inexperienced relation with subjects-related career education.

• Land and Housing Review
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• v.8 no.3
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• pp.123-130
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• 2017

This study aims to empirically verify the impacts of career learning on employability and the mediating effect of job expertise in a public corporation. For the empirical analysis, I surveyed 958 employees(valid respondents) working in a public corporation. And the structural equation modeling(SEM) was used to statistically analize and test the research hypotheses. The independent variable is 'career learning', the dependent variable is 'employability' and the mediating variable is 'job expertise'. The results are as follows. The empirical analysis shows that the positive effects of 'career learning ${\rightarrow}$ job expertise', 'job expertise ${\rightarrow}$ employability' and 'career learning ${\rightarrow}$ employability' are all verified. And the mediating effect of job expertise between career learning and employability is also partially verified. So, all the proposed hypotheses are accepted. From this result, I can clearly suggest that the employees can be growing to professionals with high employability when they retire if they are voluntarily and self-motivated to set up their career plan and to enhance their job expertise. In this context, it is expected that the company should support the employees to continue to strengthen their own expertise in their job place through their mid-long term career learning plan.

• Journal of the Korean Applied Science and Technology
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• v.36 no.1
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• pp.279-298
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• 2019

Many empirical studies are conducted in regards to protean career or boundaryless career. The concept and the notion of protean career and boundaryless career has extended so far. Yet, the gap in the literature exists. Previous literature focused on the relationship among protean career, boundaryless career, and subjective career success, but examined little about the influence of protean career and boundaryless career on positive career attitude or future learning readiness. Therefore, this study explores the moderating effect of supporting policy of career development among protean career orientation, boundaryless career, positive career attitude, and future learning readiness. There was moderating effect of supporting policy of career development among the relationships of protean career orientation and future learning readiness; the relationships of boundaryless career and future learning readiness. The moderating effect of supporting policy of career development implies that the intention of career development in self-directed way and learning are related. In addition, The role of HRD/HRM department which takes initiatives in career development can affect the learning readiness for future among workers.

• Journal of The Korean Society of Integrative Medicine
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• v.4 no.1
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• pp.65-72
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• 2016

Purpose : This study was carried out to find out the relationship between emotion intelligence, learning flow and career stress of nursing students and influence factors for career stress. Methods : This study targeted 197 university students in their freshman-senior year attending College of Nursing located in P Metropolitan City. For collected data, real numbers and percentage, mean and standard deviation and multiple regression analysis were carried out by using PASW 21.0 program and the correlation between emotion intelligence, learning flow and career stress was analyzed with Pearson's correlation coefficients. Results : Emotional self-awareness(M=3.80, SD =.71), clear goals(M=3.39, SD=.90) and school environment stress(M=2.97, SD=.96) were found to be high in the degree of emotion intelligence, learning flow and career stress of the subjects. The relationship between emotion intelligence and learning flow showed a positive correlation(r=.489, p<.01) in the correlation between emotion intelligence, learning flow, career stress and emotion intelligence showed a negative correlation with career stress(r=-.204, p<.01). Emotion intelligence and learning flow show that career stress is predicted significantly (${\beta}$ =-.15, p < .01) and explained a career stress variate as 18%(F = 24.5, p < .01). Conclusion : Emotion intelligence of nursing students was found to be very influential on the degree of learning flow or career stress. Based on the results of this study, replication studies on emotion intelligence and career stress are needed and the development of intervention programs to increase emotion intelligence is needed.

• The Mathematical Education
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• v.58 no.1
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• pp.41-54
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• 2019

The purpose of this study was to examine the effects of career identity on learning persistence and academic achievement, and mediating effect of utility value. To examine the effect of mediating role of utility value, we divided utility value into two types, utility value of daily matters and utility value of career. This study was conducted on 228 senior students in high school, to investigate relations among career identity, utility value, learning persistence and academic achievement in mathematics, by using the structural equation model. The results are as follows. First, career identity positively predicted learning persistence in mathematics. Second, career identity positively predicted the utility value of daily matters and career. Third, both type of utility value in mathematics positively predicted learning persistence in mathematics. Fourth, the utility value of daily matters and career, in mathematics subjects, showed differential predictability toward learning persistence and academic achievement. Both type of utility value in mathematics positively predicted learning persistence, but showed differential predictability toward learning academic achievement. Specifically, the utility value of daily matters in the near future did not predict the academic achievement, but the utility value of career in the distant future positively predicted the academic achievement. Fifth, the utility value was found to play a mediating role in the relationship between career identity and learning persistence. Based on the results of this study, implications for mathematics education were discussed.

• Human Ecology Research
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• v.61 no.4
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• pp.663-671
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• 2023

This study aimed to determine whether the achievement motivation of adolescents from multicultural families in their third year of middle school influenced their adaptation to school learning activities. It also explored the mediating effect of career attitude on achievement motivation and adaptation to school learning activities. An analysis was performed on data obtained from students in the third grade of middle school who participated in the sixth wave of the Multicultural Adolescents Panel Study (MAPS). The main findings were as follows. Firstly, achievement motivation exhibited a positive correlation with both career attitude and adaptation to school learning activities. Secondly, the achievement motivation of adolescents from multicultural families and their career attitude both exerted a positive effect on their adaptation to school learning activities. Thirdly, the mediating effect of career attitude on the relationship between adaptation to school learning activities and achievement motivation of adolescents from multicultural families was verified.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.384-396
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• 2017

The purpose of this study is to design career learning program content and to suggest a development plan in order to assist in freshmen's successful adaptation. To accomplish this goal, first, we reviewed the precedent studies on the situations and problems of freshmen and education programs for freshmen. H. university freshmen's needs for support programs were analyzed. Second, a career learning program conceptual model was developed based on the results of precedent studies and program needs analysis. Third, the program contents for enhancing career learning competency were designed, and we suggested a development plan focusing on customized content, emotional support, and on-off line convergence program. It developed career learning tracks, big data analysis, and action planning as main content. The results of this study are expected to be used as basic data for the development and implementation of competency-based customized career learning programs for freshmen, which will help improve the quality of career learning programs and freshmen's adaptability.

• Journal of Korean Home Economics Education Association
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• v.28 no.4
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• pp.139-158
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• 2016

The purpose of this study was to explore the effects of career experiential learning and parental support on career maturity of high school students. The number of subjects for this study was 290 high school students. The results are as follows. First, the effects of attitude in career maturity were higher for students with communication, field trip and visiting, and field experience in career experiential learning. However, career planning did not have any correlation with field experience types of attitude in career maturity. The effect of competency in career maturity was positively correlated with student experience with theory, communication, and field trip and visiting in career experiential learning. Second, parental support showed a significant positive correlation with all factors of career maturity. Third, results identify career maturity impacts on career experiential learning. The types of communication as well as field trip and visiting significantly affected all components of career maturity. The type of theory was a factor affecting competency. In addition, the results reveal the impact of parental support on the career maturity. Emotional support had a significant influence on all factors for career maturity, except for career exploration. Informative support was found to have a significant influence on career planning, career independency and career exploration. Financial support had a significant influence on occupational attitude, career independency and career exploration.