• Journal of Korean Home Economics Education Association
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• v.26 no.1
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• pp.119-134
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• 2014

This research looks at the effects of portfolio-based lessons to help female middle school students understand and develop their self identity, and to examine the influence of various factors within the school and home environment. The participants were 256 female middle school students in Gangneung-si, Gangwon-do and the analysis was done using the SPSS/WIN 12.0 program. The 6 portfolio-based teaching lessons were made with the aim of developing each subordinate scope in every module for development of self-receptiveness, uniqueness, closeness, tendency of planning the future, and independence. Results of the pre and post-test revealed that scores of self-receptiveness and uniqueness increased. Content analysis revealed that the students pursued their talents and interests through the portfolio activities, and made specific plans for their future careers. In sum, the results demonstrate that the students became specifically and systematically concerned about their future career. The results of hierarchical regression showed that self-receptiveness developed when their parents' attitudes were not rejecting and their peer relationships were positive. Uniqueness was shown to develop as the fostering attitudes of parents were receptive. Closeness developed as fostering attitudes of parents were receptive and as their relationships with peers were positive. The students' tendency to plan the future developed as fostering attitudes of parents were receptive and as their relationships with teachers were good, and independence was shown to develop as the fostering attitudes of parents were not rejecting. Results of a two-year follow-up study appeared that self-receptiveness scores decreased as time passed, so students had highest scores in their first year and lowest scores in their third year. Scores of uniqueness, tendency of planning the future, and identity increased in the students' second year and then remained steadily afterward.

• Korean Journal of Culture and Social Issue
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• v.8 no.2
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• pp.77-103
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• 2002

The goal of this study was to examine the effects of male gender role on the adjustment of Korean men. In study 1 Korean Male gender Role Scale was developed. A 52-item scale was constructed based on the responses of 432 college-aged and middle-aged men to theoretically-derived preliminary items. Five factors were extracted: achievement orientation, the initiative, task orientation, responsibility for family and friendship with male friends. Study 2 examined the relationship between male gender role and several adjustment variables. Correlational analyses indicated that in the college men self-esteem and career identity were positively correlated with the initiative and friendship with male friends was positively correlated with life satisfaction. College men's depression level was negatively correlated with the initiative and task orientation. Among the middle-aged men, self-esteem was also positively correlated with the initiative and task orientation. But responsibility for family was positively correlated with depression and job dissatisfaction in the middle-aged men. In both groups satisfaction with male gender role was positively correlated with self-esteem and life satisfaction but negatively correlated with depression. Finally, limitations of this study and direction of future research were discussed.

• Journal of the Korea Convergence Society
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• v.11 no.8
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• pp.257-268
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• 2020

The study purposed to assess how the career development before and after entering college was related to youth's college life satisfaction, and examined the effect of social relationships with parents, peers, and teachers on the association between youth's career development and their satisfaction with college lives. For this purpose, the study utilized the data of Korean Children and Youth Panel Survey (KCYPS) conducted by the National Youth Policy Institute since 2010. The study found that there was a positive correlation between career development and college life satisfaction. In addition, supportive relationships with parents and peers had significant effects on the level of career identity during high school and later satisfaction with college life. It was also found that youth who had a positive relationship with teachers in high school had a high level of career decision after entering college. The results of this study suggested the necessity of individualized career education appropriate for youth's career development levels. In addition, convergent approaches to build, maintain and develop positive social relationships could have a lasting and positive impact on youth's career development.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.507-514
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• 2018

This study utilized latent growth curve modeling to investigate the trajectories of adolescent life satisfaction changes in middle and high school students. The effects of self-esteem, career identity, school learning activity, gender, and household earnings on life satisfaction changes were examined. Data was obtained from the Korea Child Youth Panel Survey (KYCPS), a longitudinal study following students for 7 years. Year 3-6 data was utilized. Results found that the life satisfaction trajectory resulted as a quadratic model in which individual differences were significant. Second, school learning activity used as a time variant variable had a positive significant effect on life satisfaction each year. Third, gender and self-esteem as time invariant variables had significant effects on initial levels while self-esteem had effects on the slope and quadratic change. Further implications and research issues are discussed.

• The Journal of Korean Academic Society of Nursing Education
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• v.15 no.1
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• pp.15-21
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• 2009

Purpose: This study was performed to identify the level of career identity and clinical competency and the relationships between them in nursing students. Method: Subjects were junior students of 2 colleges in Daegu(N=217). A self-rating questionnaire included demographic data, career identity of nursing students and the clinical competency Korean scale. We received consents from teachers and students. The data was analyzed by frequency, percentage, t-test, ANOVA and Pearson's correlation coefficient using the SPSS 12.0 Program. Result: The mean score of career identity was 31.90 points and clinical competency was 145.13. Career identity showed a significant difference in the age, satisfaction of college entrance and satisfaction of clinical practice. Clinical competency showed a significant difference in the sex, marriage, satisfaction of college entrance and satisfaction of clinical practice. The data showed a negative correlation between career identity and clinical competency. Conclusion: It is necessary to find affecting factors on career identity of nursing students and to develop objective tools for clinical competency and to improve clinical competency programs.

• Journal of the Korean Society of School Health
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• v.31 no.3
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• pp.127-134
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• 2018

Purpose: The aim of the research was to define the effects of body image, career identity, and family health on depression in college students. Methods: This descriptive research was conducted from the 1st to the 16th of July, 2018. The data was collected through convenience sampling of 222 college students. To draw conclusions from the data, we used statistical analysis of Pearson's correlation coefficients and stepwise multiple regression using SPSS/WIN 21.0. Results: Depression showed negative correlations with body image, career identity and family health. Multiple regression revealed that the factors significantly influencing depression were body image, career identity, and gender. The total explanation of depression by these variables was 29.9%. Conclusion: These findings indicate that intervention strategies to prevent and manage depression in college students should include programs to help them develop positive body image and career identity, considering gender differences.

• Journal of Christian Education in Korea
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• v.66
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• pp.147-178
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• 2021

The purpose of this study is to clarify the contribution of Christian faith in the process of establishing self-identity and stably settling in the process of North Korean youth settling in Korean society. The research method used narrative. Participants in the study were nine late youth who belonged to the church, aged 17 to 24 years old, who had been in Korea for more than one year. Through this study, themes were derived from four categories. First, a retrospective narrative of the North Korean defection motive was dealt with. Second, it deals with the psychological adaptation process and unsolved tasks. Third, I dealt with the thoughts of the family, the discourse and vision for unification, which they dream of in Korean society as Christian believers. Fourth, it is about the Christian faith, and it is said that the Christian faith gives North Korean refugee youth the power to reflect on their lives, and to see the essence of life through the values of interest in others, history, society, and the kingdom of God. These results are based on the encounters with church and alternative school leaders and various curriculums that North Korean refugee youth experience and talk about. In the sense that it seeks and suggests a new direction in the era of preparation for unification, this article can be said to be of great value for Christian education.

• Journal of Korean society of Dental Hygiene
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• v.15 no.2
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• pp.279-286
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• 2015

Objectives: The purpose of the study is to investigate the factors influencing on self-esteem, major satisfaction, and career identity. Methods: A self-reported questionnaire was filled out by 389 dental hygiene students in three colleges located in Metropolitan area. The questionnaire consisted of 5 questions of general characteristics, 10 questions of self-efficacy, 18 questions of major satisfaction, and 13 questions of career identity by Likert 5 scale. Cronbach's alpha was 0.92 in self-efficacy, 0.90 in major satisfaction, and 0.88 in career identity in the previous studies. Cronbach's alpha in this study was 0.911 in major satisfaction, 0.840 in self-efficacy, and 0.8090 in career identity. The data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, and stepwise multiple regressions. Results: The score was 3.47 in self-esteem, 3.79 in major satisfaction, and 3.03 in career identity. There were significant differences in self-esteem and major satisfaction based on grade, motivation for entering college, and clinical practice satisfaction. In case of career identity, there were significant differences based on characteristics, motivation for college choice, and clinical practice satisfaction. There was a positive correlation between negative self-esteem, positive self-esteem, general satisfaction, awareness satisfaction, curricula satisfaction, interpersonal relation satisfaction, and career identity. The influencing factors on career identity were aptitude, interest, self-esteem, and major satisfaction in order(p<0.001). Conclusions: The career identity is closely related to self-esteem and major satisfaction. It is desirable to open a variety of education courses and to develop systematic and practical programs to the students in order to improve the career identity.

• Journal of radiological science and technology
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• v.38 no.3
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• pp.295-304
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• 2015

This study intended to examine the correlation of career self-regulation (plan and check-up, positive thinking, career feedback, environment formation for career) and career identity (career decision, indecisiveness, career indecision) caused by parental career support (informative, emotional, financial, and empirical) among freshmen, sophomores, and juniors in the radiotechnology department. For assessment, a survey was conducted and according to the results, there existed correlation as follows. Regarding parental career support, emotional support is plan and check-up (r=.25, p<.001), Career feedback (r=.54, p<.001), and positive thinking (r=.46, p<.001) showed high positive correlation while informative support showed correlation in all factors showing high correlation with environment formation for career (r=.22, p<.001), plan and check-up (r=.20, p<.001), career feedback (r=.24, p<.001), and positive thinking (r=.26, p<.001). Financial support career feedback (r=.33, p<.001) and positive thinking (r=.34, p<.001) showed somewhat higher correlation. All factors of environment formation for career (r=.18, p<.001), plan and check-up (r=.25, p<.001), career feedback (r=.37, p<.001), and positive thinking (r=.30, p<.001) showed high correlation. Informative support showed high correlation only with career decision (r=.27, p<.001) and financial support also showed high correlation only with career decision (r=.18, p<.001). Also, empirical support was somewhat highly correlated only with career decision (r=.23, p<.001). Regarding school-year difference depending on parental career support, there was significant difference between emotional support (F=8.52, p<.001), financial support (F=8.97, p<.001), and empirical support (F=5.36, p<.05) while informative support was dismissed. Regarding school-year difference depending on career self-regulation, there was significant difference between career feedback (F=8.48, p<.001) and positive thinking (F=16.29, p<.001) while environment formation for career and plan and check-up were dismissed. Regarding school-year difference depending on career identity, there was significant difference between career indecision (F=4.01, p<.05) and career decision (F=11.72, p<.001) while indecisiveness was dismissed. According to the analysis results, parents' active support to their child like respecting and listening to their opinion on career, provision of career related experience or information, and provision of necessary financial aid for their study or academic preparation made the students plan and exploring their career, examine accomplishment progress, have positive idea to realize their objectives. In addition, the students were able to establish the objective of their career by forming the environment that helped them realize their objectives by seeking advices and encouragement from surroundings. Meanwhile, the parents' attitude to respect and listen to their child's career related opinion affected their career decision and indecision. Although informative support helped the students' career decision, financial and empirical support caused effect only to career decision.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.93-102
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• 2022

The purpose of this study is a descriptive research study conducted to investigate college life adaptation, self-directed learning, and career identity in the COVID-19 crisis situation, and to identify factors affecting career identity. The subjects of this study and data collection were from September 1 to October 31, 2021, with 197 nursing students enrolled in two universities in D and C cities. As a result of the study, the factors affecting career identity were adaptation to college life and the number of meetings with academic advisors, and It's explanatory power was 37%. Therefore, in order to improve the career identity of nursing students in the COVID-19 crisis, it is necessary to develop and apply a program to promote college life adaptation, and it is necessary for professors to build a support system through continuous encounters with students.