Abstract
Objectives This study verified the mediating effect of problem-solving ability in the relationship between self-direction and convergent thinking and the moderated mediating effect of social support that modulated the relationship between self-direction and problem-solving ability in college freshmen.
 Methods This study collected data from 1,988 freshmen at a 4-year A university located in the metropolitan area from June 1 to 7, 2022 using the self-direction scale, problem-solving ability scale, convergent thinking scale, and social support scale, Reliability analysis, frequency analysis, descriptive statistical analysis, and moderated mediating effect analysis were conducted. The adjusted mediating effect analysis was analyzed using the Process Macro model 7.
 Results First, as a result of confirming the interrelationships of the major variables assumed, the correlations among all variables such as self-direction, problem-solving ability, convergence thinking, and social support were statically significant. Second, as a result of verifying the mediating effect of problem-solving ability in the relationship between self-direction and convergence thinking, it was found that problem-solving ability partially mediates the relationship between self-direction and convergence thinking. Third, as a result of verifying the moderating effect of social support on the relationship between self-direction and problem-solving ability, it was found that social support significantly modulated the relationship between self-direction and problem-solving ability. Fourth, as a result of the verification of the moderated mediating effect, it was found that problem-solving ability mediated the relationship between self-direction and convergent thinking, and the moderated mediating effect that social support moderated the relationship between self-directedness and problem-solving ability was significant.
 Conclusions Through the analysis results, the importance of the freshman entry program and school life application program in higher education institutions was derived, and the necessity of preparing practical measures for this was suggested.
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