Career Development Competencies Research Articles

초등고학년 다중지능 검사 개발 및 타당화

The purpose of this study was to develop a self-report test to measure the multiple intelligences of elementary school students in grades 4-6, and to verify the reliability and validity of the test. For the study, domestic and international prior research related to measuring multiple intelligences was first reviewed. To operationally define multiple intelligences and develop test items, a panel of 13 experts underwent two rounds of Delphi surveys, resulting in 155 preliminary test items. A preliminary test was administered online to 375 participants, and after item analysis, 122 items were selected for the main test. The main test was administered to 1,062 participants, and after verifying item quality and considering test practicality through research team meetings, 97 final items were confirmed. The final developed test confirmed construct validity through confirmatory factor analysis, and the reliability of the eight multiple intelligence domains ranged from .811 to .878, which is satisfactory. To verify concurrent validity, 87 of the main test participants took the Career Development Competency Test for Elementary Students, confirming significant correlations between competencies measuring similar domains and intelligences.

The Role of Organizational Culture in Mediating the Improvement of the Performance of the Indonesian Marine Corps

The study examines specific aspects of organizational performance within the Indonesian Navy (TNI AL), with a particular focus on the Marine Corps, essential for safeguarding Indonesia's maritime sovereignty. Utilizing quantitative methods and a survey approach, data was gathered from middle officers serving across 11 Marine Corps units over the past 5 years. Findings indicate that strategic leadership style, career development, and strategic competence of human resources significantly influence organizational performance within the Marine Corps. These factors, alongside organizational culture, are pivotal in shaping and sustaining performance levels. Importantly, the research underscores the importance of understanding these dynamics for Marine Corps management to enhance performance and achieve long-term objectives, particularly in navigating the complexities of globalization. Additionally, while rooted in the context of the Indonesian Navy, the implications of these findings extend to broader organizational settings, highlighting their potential applicability beyond the specific context of the TNI AL and Marine Corps.

The Antecedents of Career Development Competency in SMEs, Cambodia

The Antecedents of Career Development Competency in SMEs, Cambodia

잠재프로파일을 적용한 직업계고 학생들의 진로개발역량과 자기주도학습역량에 대한 잠재집단분류 및 영향요인 검증

The purpose of the study is to estimate the latent classes of vocational high school career development competencies and self-directed learning also, individual and school factors determining these latent profiles. To this end, we used data from the "2022 Career Education Status Survey" of 1,363 students, including (804 male and 559 female students). Based on the latent profile modeling analysis, we identified three distinct latent classes of students' career development competencies and self-directed learning. These classes were named ‘low-level group,’ ‘intermediate-level group,’ and ‘high-level group.’ Second, multinominal logistic regression analysis revealed that gender, career activity participation satisfaction, need for career information, conversation with parents, career information awareness, desired career preparation and learning motivation were significant predictors of the latent profiles at the individual-level. Also, perception of the principal's perception of career education support, career teacher's job performance, and the number of career experience operations were derived as predictive factors that distinguish the potential class was significant predictors of the latent profiles at the school-level. Implications of this study and suggestions for follow-up research were discussed.

국내 대학생의 진로개발역량에 관한 연구동향 분석

The purpose of this study was to analyze research trends on the career development competencies of college students in South Korea. A total of 25 papers were analyzed, selected from the Academic Information Service (RISS) using keywords 'undergraduate' or ‘college’ and 'career development competencies'. Key findings are as follows. First, studies on career development competencies of college students have been consistently published since 2002, peaking in 2015, primarily in education-related journals. Second, the majority of research subjects were 4-year college students. Third, most studies focused on enhancing career education by exploring the relationship between career development competencies and related variables. Fourth, in terms of research method, it was found that quantitative research conducted as cross-sectional studies were the most. Fifth, the measures of Heejin Sung and Seung-il Na(2012) were the mostly used to measure the career development competencies. In addition, the sub-factors were self-understanding, major and occupational knowledge, career decision certainty, decision-making efficacy, relationship utilization efficacy, and job search skills. Sixth, career development competencies of college students were most often used as a dependent variable and had a positive relationship with employment support service experience, career exploration behavior, employment possibility, major satisfaction, and career decision-making. Based on the research findings, several future research directions in the area of the career development competencies are provided.

Investigating the Effects of Career Education Programs on High School Students’ Career Development Competencies in Korea

The high school years represent a critical transitional phase during which students navigate career exploration and career decision-making, significantly shaping their lifelong personal development. Policy authorities in Korea have taken proactive measures to strengthen career education within high schools. However, the extent to which students benefit from participating in career education programs remains a subject of debate. Despite increasing interest in career education since the 2000s, empirical studies investigating the causal effects of these programs have been relatively scarce in Korea. The primary aim of this study is to causally estimate the effectiveness of career education programs offered by high schools, and examine how the impact of these activities varies based on the characteristics of participating students, particularly their career plans after high school graduation. To achieve this objective, DID and DDD models were employed, utilizing a balanced panel dataset spanning two years, from the ‘Korean Education & Employment Panel II’. The findings of this study revealed the significant positive impact of career education on high school students’ career development competencies. Notably, career clubs and career experience programs were identified as effective in enhancing students’ career development competencies. Furthermore, the effects of career club and job simulation varied depending on the students’ post-graduation plans. These results underscore the importance of optimizing the educational effectiveness of career education by emphasizing students’ firsthand experiences and considering individual students’ career plans when implementing career education programs.

The Prediction Factors of the Career Development Competencies of High School Students

The Prediction Factors of the Career Development Competencies of High School Students

Evaluation of Predictors for Career Development Competencies of High School Students Using Explainable Artificial Intelligence

Evaluation of Predictors for Career Development Competencies of High School Students Using Explainable Artificial Intelligence

Factors influencing the complex problem-solving skills in reflective learning: results from partial least square structural equation modeling and fuzzy set qualitative comparative analysis

BackgroundThe Organization for Economic Cooperation and Development emphasizes the importance of complex problem-solving (CPS) skills in the 21st century. CPS skills have been linked to academic performance, career development, and job competency training. Reflective learning, which includes journal writing, peer reflection, selfreflection, and group discussion, has been explored to improve critical thinking and problem-solving abilities. The development of various thinking modes and abilities, such as algorithmic thinking, creativity, and empathic concern, all affect problem-solving skills. However, there is a lack of an overall theory to relate variables to each other, which means that different theories need to be integrated to focus on how CPS skills can be effectively trained and improved.MethodsData from 136 medical students were analyzed using partial least square structural equation modeling (PLSSEM) and fuzzy set qualitative comparative analysis (fsQCA). A hypothesized model examining the associations between the CPS skills and influence factors was constructed.ResultsThe evaluation of the structural model showed that some variables had significant influences on CPS skills, while others did not. After deleting the insignificant pathways, a structural model was built, which showed that mediating effects of empathic concern and critical thinking were observed, while personal distress only had a direct effect on CPS skills. The results of necessity showed that only cooperativity and creativity are necessary conditions for critical thinking. The fsQCA analysis provided clues for each different pathway to the result, with all consistency values being higher than 0.8, and most coverage values being between 0.240 and 0.839. The fsQCA confirmed the validity of the model and provided configurations that enhanced the CPS skills.ConclusionsThis study provides evidence that reflective learning based on multi-dimensional empathy theory and 21 stcentury skills theory can improve CPS skills in medical students. These results have practical implications for learning and suggest that educators should consider incorporating reflective learning strategies that focus on empathy and 21 stcentury skills to enhance CPS skills in their curricula.

Career and life development intervention for non-engaged youth: Evaluating the Hong Kong Benchmarks (Community) Pilot Program.

In our study, aimed at examining the effectiveness and impact of the Hong Kong Benchmarks (Community) Pilot Program, a career and life development (CLD) intervention program targeting non-engaged youth (NEY) in Hong Kong, we employed a pretest-posttest quasi-experimental design to compare changes in career-related competencies between a pilot group (N = 289) and a comparison group (N = 160). We also conducted five focus group interviews with the leaders of nongovernmental organizations, social workers, NEY, parents, and employers to explore the program's impacts on the CLD service provisions. Our quantitative results indicate that the piloting group showed greater improvement in two career-related competencies-youth career development competency and career and life development hope-than the comparison group. Meanwhile, our qualitative results suggest both the benefits and difficulties experienced by stakeholders in the program. The findings thus provide preliminary evidence of the Hong Kong Benchmarks (Community) Pilot Program's positive impacts on NEY and other important stakeholders. The implications of expanding the existing program and theorizing the community-based benchmark approach are also discussed.

Development of Lifelong Career Development Competency Scale for Adults

Development of Lifelong Career Development Competency Scale for Adults

The Influence of the User Satisfaction of Out-of-school Youth Support Center and Career Development Competency on Life Satisfaction

The Influence of the User Satisfaction of Out-of-school Youth Support Center and Career Development Competency on Life Satisfaction

진로취약계층 고등학생의 진로개발역량 잠재전이와 잠재전이에 영향을 미치는 요인

The purpose of this study is to explore the possibility of change in the career development type of high school students from the disadvantaged group in career preparation over time, and explore the influence of role of individuals, parents, teachers, peers, and school career education in the process of shift in career development competency types. To answer the above research questions, a latent profile analysis and a latent transition analysis were conducted using high school data from「Korean Education & Employment Panel Ⅱ」, and the results are as follows.
 First, based on individual differences in career development competencies in the second and third years of high school, the students were classified into three types including “career confusion group,” “career suspension group,” and “career achievement group” (second year) and two types including “career confusion group” and “career achievement group” (third year). career development competency transition types were largely divided into “unchanged type” and “stable type” and “changed type”, and the profile of more than half of students was changed in their third year of high school.
 Third, gender and experience in vocational psychological testing and counseling, the experience of career education as an independent course and the sum of career exploration experiences did have an effect on predicting such transition patterns.

Development and Validation of the Career and Life Development Hope (CLDH) Scale among Non-Engaged Youth in Hong Kong.

Increasing career and life development hope (CLDH) is critical for the career and life pursuits of non-engaged youths (NEY) who face various disadvantages in the school-to-work transition, especially considering current challenging labor market conditions and the impacts of the pandemic. Nevertheless, research that explores the assessment of CLDH among NEY is scarce. To address this gap, this study aimed to develop and validate a CLDH measurement instrument. A total of 1998 NEY aged 13–29 years in Hong Kong participated in our study. Exploratory factor analysis of the 20-item CLDH scale suggested a two-factor structure—career and life development pathways (CLDP) and career and life development agency (CLDA)—which accounted for 63.08% of the total variance. The confirmatory factor analysis results show a good model fit (CFI = 0.934, TLI = 0.926, RMSEA = 0.060, 90% CI [0.055, 0.065], SRMR = 0.042) and all the items significantly represented the corresponding sub-constructs. The results also demonstrate a satisfactory internal consistency for all subscales and the full scale (0.89–0.95). Sub-group consistency across subsamples categorized by gender, age, and years of residence in Hong Kong was indicated. Correlations between the CLDH scale and subscales with other career-related and social well-being outcomes (i.e., youth career development competency, career adaptability, civic engagement, social contribution, and social integration) showed good concurrent validity. Our results support that the CLDH scale is a valid and reliable tool for measuring NEY’s hope for career and life development in the Hong Kong context. Theoretical and practical implications of the findings are also discussed.

Social Workers’ Career Development Competencies in Kuwait

This study analyzed social workers’ career development competencies data collected in Kuwait. A changed working environment raised new requirements for employees. In today’s society, they are fully responsible for their career development and have to be able to manage it. Career development involves values expression, decision-making style, the person’s creation of a career pattern, self-concepts, and integration of life roles that reflect their life roles. Therefore, a changed working environment highlights career development as one of the most important competencies of employee. Cultural dimensions and the Middle Eastern worldview will be considered while analyzing the data.
 
 Received: 2 April 2022 / Accepted: 27 June 2022 / Published: 5 July 2022

청소년의 진로개발역량 잠재전이유형과 관련 변인 연구

Objectives This study classified youths living in Busan into different latent groups depending on career development competencies and performed an analysis to identify what factors can be used to predict related patterns including a pattern of transition between latent groups.
 Methods In this study, we used the first wave (2016, first grade middle school students) and fifth wave (2020, second grade high school students) of data from Busan Education Longitudinal Study (BELS). The subjects are 1,915 youths, who responded to all of the 16 questionnaire items concerning career development competencies. We performed latent transition analysis to identify the latent profile types and transition between classes across two-time points. Subsequently, multinomial logistic analysis was applied to explore variables that can be used to predict a transition pattern.
 Results First, the first grade middle school students and second grade high school students were classified into two groups: active and passive career planning groups. Second, the patterns of profile transition between the two points in time were classified into two types: maintenance and change types. Generally, latent groups of career development competencies in middle school transitioned into similar latent groups. The probability of maintenance was higher in an active career planning group than in other types. Of the subjects, 29.4% showed negative change, while 36.4% showed positive change. Third, the analysis of factors affecting career development competencies of middle schoolers found that the first grade middle school students were more likely to belong to the active career planning group if they had visited an upper school, attended a school admission briefing session or collected information from media and online communities. For the second grade high school students, a consultation with the homeroom teacher was not a statistically significant variable. They were more likely to belong to the active career planning group if they had a consultation with the career teacher at school.
 Conclusions The variables having a significant effect on latent groups were different between middle and high schoolers, and there were no variables affecting the transition between the two points in time. What is emphasized in career experience needs to be different in each grade.

A Study on the Effect of Youth Entrepreneurship on Students' Career Development Competency

본 연구는 청소년 기업가정신이 중학생의 진로개발역량에 미치는 효과와 청소년 기업가정신 교육 전후의 기업가정신과 진로개발역량의 변화를 실증 분석하고자 하였다. 이를 위해 경기도 소재 중학교 2학년 학생들을 대상으로 청소년 기업가정신 교육을 온·오프라인으로 총 5차시로 실시한 후, 최종 선정된 129부의 설문 내용을 바탕으로 실증분석을 하였다. 이에 따른 연구결과는 다음과 같다. 첫째, 청소년 기업가정신은 진로개발역량에 긍정적인 영향을 미치는 것으로 나타났으며, 진로개발역량의 하위요인인 진로설계와 개척정신에도 모두 긍정적인 영향을 미치는 것으로 나타났다. 둘째, 청소년 기업가정신 교육을 실시한 후 청소년 기업가정신과 진로개발역량이 모두 향상된 것으로 나타났으며 특히, 청소년 기업가정신이 진로개발역량보다 더 크게 향상되었다. 그러나 청소년 기업가정신의 하위요인인 창의성의 경우 통계적으로 유의한 차이가 아닌 것으로 확인되었다.

Exploring Key Variables in the Career Development Competencies of Vocational High School Students and the Relationship to Employment Status

본 연구는 한국교육고용패널조사 Ⅱ(KEEP Ⅱ) 1차와 4차 데이터를 활용하여 직업계고(특성화고 및 마이스터고) 학생의 진로개발역량에 영향을 미치는 주요 변인을 탐색하고, 고등학교 시기의 진로개발역량 유형에 따라 졸업 후 취업성과에 차이가 있는 지를 검증하였다. 이를 위해 학생이 학교에 내재된 다층자료 구조를 반영할 수 있는 머신러닝 기법인 다층 Elastic net 모형(StataCorp, 2021)을 적용하여 주요 변인을 탐색하였으며, 잠재프로파일분석 시 원격 결과변인을 함께 포함할 때 활용되는 BCH 방법(Bakk, Tekle, Vermunt, 2013; Bolck, Croon, Hagenaars, 2004)을 통해 진로개발역량 유형에 따른 취업성과 차이를 확인하였다. 분석 결과, 첫째, 총 436개의 학생, 부모, 담임교사 및 학교행정가 관련 투입변인 중 10회의 반복 분석에서 매번 선택된 주요 변인은 31개였으며, 학생관련 변수만이 선택되었다. 선택된 주요 변인은 개인특성 변인, 진로/직업관련 변인, 학업관련 변인, 환경관련 변인으로 나타났다. 둘째, 직업계고 학생의 진로개발역량은 ‘낮은 진로개발역량 집단’과 ‘높은 진로개발역량 집단’으로 구분되었으며, 고등학교 시기의 ‘높은 진로개발역량 집단’이 ‘낮은 진로개발역량 집단’에 비해 졸업 후 취업성과가 좋은 것으로 나타났다. 이러한 결과를 토대로 직업계고 학생의 진로개발역량 향상을 위한 다각적인 방안을 제시하였다.

A study on the Effect of Middle School Students’ Career Experience on Self-controlling Learning Motivation and Self-directed Learning: Mediating Effect of Career Development Competency

이 연구의 목적은 중학생의 진로체험이 진로개발역량에 미치는 영향을 살펴보고, 진로개발역량이 자율적 학습동기와 자기주도학습에 미치는 영향을 확인하는데 있었다. 이 연구 목적을 달성하기 위하여 한국직업능력연구원의 2020년 ‘초·중등 진로교육 현황조사’ 중 중학생의 데이터를 활용하여 분석하였다. 주요 연구결과는 다음과 같다. 첫째, 중학생의 진로체험은 자율적 학습동기에 직접적인 영향을 주고 있는 것으로 나타났다. 둘째, 중학생의 진로체험은 진로개발역량에 직접적으로 긍정적인 영향을 주고 있는 것으로 나타났다. 셋째, 중학생의 진로체험은 자기주도학습에 직접적인 유의미한 영향은 없는 것으로 나타났다. 넷째, 중학생의 진로체험은 자율적 학습동기, 자기주도학습에 직접적으로 미치는 영향보다 진로개발역량을 매개로한 간접효과가 더 큰 것으로 나타났다. 이러한 연구결과를 토대로 중학생의 학습동기와 자기주도학습 수준을 높이기 위한 진로체험 운영에 대한 이론적 시사점을 제시하였다.

A Study on Career Development Competencies for International Students

As a groundwork of career path counseling for international students, this study aims at analyzing their competencies when it comes to their career development. Many foreign students choose Korean universities in order to receive degrees in a relatively advanced educational environment in the hopes of broadening their career options. The fact that 53% of international students in Korea are now majoring in the social sciences supports this viewpoint. However, many Korean universities have not yet provided a proper career counseling program, nor a competency development program for their international students, but rather only a handful of temporal job fairs. In light of this situation, this study sought a proper and practical way to design a curriculum more tailored to the career paths of our international students so as to help them improve their competencies. Utilizing the questionnaire from Lee (2020), the author conducted an online survey with 92 international students who study at universities in Seoul.</br>The survey results show that of all the career development competencies, the value and attitude competencies scored the highest, whereas the self-management competency scored the lowest. In addition, male students generally have higher competencies than female students. The students’ chosen major, their period of study, and their Korean proficiency level do not show significant correlations with their competencies. This suggests career development competencies do not improve in conjunction with the aforementioned factors. Thus, in order for international students to improve their career development competencies, an independent, specialized curriculum that is well-fitted to their career paths seems necessary.