Abstract
The purpose of this study was to analyze the structural relationships between parent support, career decision self-efficacy, career maturity, and career preparation behavior for elementary school students (5th and 6th grade) in Korea and to examine if there are gender differences. A total of 609 students of 7 elementary schools in Seoul, Korea was participated in this research. The collected data were analyzed using a structural equation model. The conclusions are as follows: First, parent support had significant positive effects on career preparation behavior but affected negatively career maturity. Second, career decision self-efficacy had a significant effect on career maturity and career preparation behavior for both boys and girls in elementary school. Finally, career decision self-efficacy had a more direct and indirect influence on career maturity and career preparation behavior than parent support. Keywords: Career preparation behavior, parent support, career decision self-efficacy, career maturity.
Highlights
As the Fourth Industrial Revolution unfolds, transforming and disrupting many existing models and processes, the job market has come to be characterized by instability and unpredictability
The results of this study showed that parent support perceived by elementary school seniors had a negative effect on career maturity and a positive effect on career preparation behavior, respectively
Parent support indirectly had a significant positive impact on career preparation behavior via career maturity. These results are consistent with the findings (Kim, 2004) that parent career support for middle and high school students had a positive correlation with career preparation behavior but did not directly lead to career maturity
Summary
As the Fourth Industrial Revolution unfolds, transforming and disrupting many existing models and processes, the job market has come to be characterized by instability and unpredictability. Career education, especially for adolescents, is a subject of great importance. Some developed countries are developing and operating career development programs from the elementary school level in order to prepare for such a future society (Coogan, 2016). The Korean government enacted the Career Education Act (June 22, 2015) and the Enforcement Decree of the Career Education Act (December 22, 2015) to establish the basic direction and a support system for career education, which included putting in place national career education goals and achievement standards. The 2015 amendment specifies the goals of elementary school career education as being creating a positive selfconcept, recognizing the importance of employment, and fostering basic career development skills through developing key skill-sets such as job searching, planning and preparation (Ministry of Education, 2015). Career maturity is defined as the degree to which an individual understands and evaluates himself/herself and selects and adapts his/her career path (Chung, 2014)
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