• Journal of Venture Innovation
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• v.6 no.2
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• pp.159-172
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• 2023

This study aimed to empirically analyze the factors influencing the career search intention of college students. The research model was derived based on the Social Cognitive Career Theory (SCCT), considering the unique characteristics of university students. Self-efficacy and outcome expectations were investigated as independent variables, while mastery experience, verbal persuasion, vicarious learning, and positive emotions were considered as antecedent variables. A survey was conducted among college students in the metropolitan area, resulting in 217 valid responses for analysis. Empirical analysis was conducted using structural equation modeling with AMOS 24. The findings revealed that mastery experience, vicarious learning, and positive emotions had a significant positive effect on self-efficacy. Furthermore, verbal persuasion and positive emotions significantly influenced outcome expectations. However, the impact of verbal persuasion on self-efficacy was not found to be significant, and the relationship between mastery experience, vicarious learning, and outcome expectations was not examined. Both self-efficacy and outcome expectations were found to have a significant positive effect on career search intention, with outcome expectations exhibiting a stronger influence. The empirical results contribute to the understanding of college students' career exploration and provide implications for academic and practical contexts.

• The Korean Journal of Elementary Counseling
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• v.8 no.1
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• pp.67-78
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• 2009

The purpose of this study was to examine the influence of parent's accomplishment pressure and career guidance on children's career development. The subjects in this study were 59 six-graders in an elementary school. Added to this, this study was to understand the course of elementary school children's career development. For the study, research questions on influence of parent's accomplishment pressure and career guidance on children's career development were set up. The study showed three findings. First, there was significant correlations between parent's accomplishment pressure, and career guidance and children's career development. Parent's accomplishment pressure showed a positive correlation with career development and career guidance had a significant correlation with children's career development. The sub factors of career guidance, except for emotional support, were also significantly correlated with the sub factors of children's career development. Second, Parent's accomplishment pressure didn't show significant effect on fitness of career choice, sex-prejudice and pride, but showed significant effects on total career development, career directivity, career comprehension, self-comprehension and self- control. Third, parent's career guidance showed additional impact on children's career development. But emotional support, which is the sub-fact of career guidance, had no correlation with career development.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.703-720
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• 2010

The main purpose of this study is to examine the effects of emotional intelligence development program of science-gifted students. Participants were engaged in 20 emotional intelligence program spanning 9 months. Data were collected before and after the program from 20 science-gifted students using self-reported inventory, worksheets, researcher field note, and pre- and post- interviews. The results of this study showed that this emotional intelligence program was helpful in new understanding of emotional intelligence, improving in self-efficacy as gifted students accumulated positive experiences on resolving the conflict using emotional intelligence. In addition, the program was helpful in enhancement of self-confidence in relationship with other people and expectancy in schoolwork and future career. However, participants did not remark on direct relationship between emotional intelligence and school record.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.985-1004
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• 2010

The purpose of this study was to examine the gender differences in children's emotional intelligence or their giftedness, and to investigate the relationship between children's emotional intelligence and their giftedness. Subjects were 268 5-year-old kindergarten children who were composed of 131 male children and 137 female children. The collected data were analyzed by using t-test, Pearson's correlation, and multiple regression. The major results of this study were as follows: First, female children showed higher emotional intelligence than male children. Second, there was no signifiant difference between male children and female children in their giftedness. Third, controlling for children's IQ, utilization of emotion, appraisal and expression of self-emotion, and relationship with peers were predictable variables of children's giftedness. Among the subareas of emotional intellignece, utilization of emotion was the most important predictor in explaining children's giftedness. The results showed that there was significant relationship between children's emotional intelligence and their giftedness.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.2
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• pp.911-922
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• 2018

The purpose of this study was to investigate the relationship between value types and life satisfaction of Korean university students. 275 students' scores for value types, positive·negative affectivity, and subjective well-being were obtained using questionnaires. Data was analysed by correlation analysis and path analysis. The results can be summarized as followings. First, the correlation between all negative affectivity and all value was not significant. Second, conformity, benevolence, self-direction·stimulation, hedonism, achievement and security value types were positively correlated with positive affectivity, whereas, conformity, benevolence, universalism and security value types were positively correlated with life satisfaction. Third, the student's higher scores of conformity, benevolence and hedonism value types induced higher level of positive affectivity, which, in turn, increased life satisfaction. The results suggested that value types can indirectly influence life satisfaction through positive affectivity.

• Journal of Families and Better Life
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• v.27 no.5
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• pp.195-206
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• 2009

The main purpose of this study was to examine the effects of maternal achievement pressure and emotional support on adolescents' achievement motivation. A total of 241 adolescents in the second grade of two middle schools in Seoul and their mothers participated in the study, and completed questionnaires on mothers' achievement pressure and emotional support. Adolescents also answered a questionnaire on achievement motivation. Sohn's(1997) Achievement Pressure Scale, Sung's(1993) Social Support Scale and Hermans'(1970) Prestatie Motivatie Scale were used for this survey. Data were analyzed by Pearson's correlation coefficients, t-tests, regressions, and one-way ANOVA with Duncan's multiple range tests. Results showed that maternal achievement pressure and emotional support and adolescents' achievement motivation did not vary as a function of sex. Maternal achievement pressure and emotional support had positive effects on achievement motivation of adolescents, and maternal achievement pressure played a more influential role on the motivation of adolescents than emotional support. Among four groups divided by the level of maternal achievement pressure and emotional support, high/high, high/low, low/high, and low/low, adolescents in the high/high group were perceived to have the highest achievement motivation. Findings suggest that both maternal achievement pressure and emotional support are important in improving adolescents' achievement motivation.

• Korean Journal of Culture and Social Issue
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• v.11 no.2
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• pp.73-108
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• 2005

This study examines the failure experience and aspirations for future among Korean adolescents and their parents using indigenous psychological analysis. The first part of this paper reviews the achievement literature that has used indigenous psychological analysis. The second part of this paper provides an empirical analysis of 482 students (primary=117, middle school=88, high school=72, and university=205) and 507 parents of the adolescents (fathers= 236, mothers=271). The open-ended questionnaire developed by Park and Kim (1999) was adopted for the study that asked the respondents to list the most painful experience, the person that was the most responsible for the failure, and the most important reason for the failure. The section on aspirations for the future asked the respondents to list the achievement that they would most likely to succeed, the person that they need assistance from, the type of support they need from the person, and the most important factor that would lead to them to success. The results indicate that for students the most painful failure was related to academic failure and for adults, it was related to family life. The person that was most responsible for the failure was reported by both samples be themselves. As for the most important factor that influenced their failure was a lack of self-regulation, such as a lack of effort and persistence. For the aspiration for future, students listed academic and occupational success and for adults listed harmonious family life as the most important. For social support, the adolescents listed their parents and adults listed their spouse as the person that they need assistance from. As for type of support, they listed emotional support to be the most important. As for the most important factor that would contribute to their success, majority of students and adults listed self-regulation. Based on these results and previous indigenous studies indicate, the following four conclusions could be drawn: (1) the emphasis of self-regulation as the most important reason for their past achievement, the future success and the lack of self-regulation for their failure; (2) the importance of receiving emotional support from family members; (3) the importance of educational aspiration and achievement for providing the basis of economic development; and 4) the importance goal of achieving harmonious family life.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.519-529
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• 2020

The purpose of this study is to establish a model for predicting academic achievement of college students and to reveal the interrelationship and relative influence of each factor. For this, we surveyed the personal factors and learning strategy factors of 1,310 learners at J University, and analyzed the discriminant factors and patterns of the predictors of academic achievement through the decision tree analysis, a data mining method, and examined the relative effects of each factor. Binary logistic regression analysis was performed for viewing. As a result, the most important factor for predicting academic achievement was efficacy, and other factors such as motivation, time management, and depression were predictive of academic achievement. The patterns of factors predicting academic achievement were found to be high in efficacy and time management, and high in motivation for learning even if the efficacy was moderate. Low efficacy and learning motivation, and high depression have been shown to decrease academic achievement. Based on these results, the study suggested the efficacy and motivation to improve academic achievement of college students, strengthening time management education, and managing negative emotions.

• Journal of Korean Home Economics Education Association
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• v.35 no.1
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• pp.15-34
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• 2023

This study focuses on Social and Emotional Learning (SEL) as a theoretical perspective to provide education that enables adolescent students to understand themselves, establish healthy relationships with others, and form a healthy community. The meaning of learning and core competencies were analyzed. Results showed that the core competencies of SEL were all included in the nature, goals, subject competencies, core concepts, generalized knowledge, and achievement standards of the 2015 revised Home Economics Education (HEE) Curriculum. The implications for this are: First, the core competencies of SEL can be sufficiently cultivated through explicit education in HE classes without introducing a separate SEL program in the school field. Second, since HEE is a subject that emphasizes practice, the competencies of SEL can be applied in connection with actual life outside of school. Lastly, the effectiveness of SEL can be increased through HEE because the goals of SEL, which emphasize the connection between parents and the creation of healthy and safe community, are similar to the goals of HEE.

• Journal of Families and Better Life
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• v.29 no.5
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• pp.107-119
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• 2011

The main purpose of this study was to examine the relationships among Mother's Conversation Patterns, Maternal Emotional Support, and Children's self-esteem and motivation to achieve. The subjects of the study were 262 children's in the 5th and 6th grades at an elementary school in Seoul and Gyeonggi. The major results of this study are as follows: The achievement motivation of female children was higher than that of male children. Second, the mother's conversation patterns, maternal emotional support and children's self-esteem were related to the children's achievement motivation. Third, according to the results of an examination of the relative influence of the variables, the child's self-esteem and mother's open communication had an effect on the child's achievement motivation. This high level of self-esteem and motivation to act positively led to high achievement motivation.