This study will show differences on university students' career barrier, social support, career self-efficacy and preparation behavior based on the theory which considers both personal internal features and environmental features and help do practical...
This study will show differences on university students' career barrier, social support, career self-efficacy and preparation behavior based on the theory which considers both personal internal features and environmental features and help do practical preparation behavior by verifying whether there are differences of mediating effect of career self-efficacy, depending on gender, personal economic level, school type and current major accordance or discordance. Both career barrier, which is considered as factor discouraging career development, and social support, which is general resources gained from environment, are selected as environmental factors which impact on university students' preparation behavior. career self-efficacy, which influences choices in particular occupation and career, is selected as personal factor.
The subjects of study are 1,197 undergraduate students including 18 colleges and universities in all over the country and research tools are questionnaires consisted of question about preparation behavior scales, career barrier scales, social support scales, career self-efficacy scales and their socio-demographic background. Data are analysed about descriptive statistics, frequency analysis, factor analysis, reliability analysis, correlation analysis, t-test, ANOVA, using SPSS 18.0 program, and Scheffe is performed as posteriori tests. Path analysis is proceeded for verification that university students' career barrier and social support influence career self-efficacy and preparation behavior, using Amos 18.0 program. In addition, multi-group analysis is performed for verification whether there are differences of mediating effect of career self-efficacy, depending on gender, economic level, school type and accordance between educational desired career and current major. In multi-group analysis, χ2 difference test is used to evaluate model, Bootstrapping is used to verify indirect effectiveness of level of statistical significance.
The result of this study may be summarized as follows.
In the first place, while Students are aware of career barrier highly when they are male students, freshmen, in poor home economic level, collegian, in discordance between current major and desired career, when there's no service experience related to career and job, and when they respond that they don't know what to do after graduation, social support, career self-efficacy, and preparation behavior appeared highly when they are male students, senior, in rich home economic level, university students, in accordance between current major and desired career, when there's experience related to career, when they are planning to transfer for special admission or to enter graduate school.
Second, After considering that university students' career barrier and social support influence on career self-efficacy and preparation behavior, it is verified that career self-efficacy partial mediation that career barrier influences preparation behavior and social support influences preparation behavior. That is, social support and career barrier influence not only preparation behavior directly, but also career self-efficacy indirectly. career barrier and v that university student are aware of have positive or negative effect on preparation behavior and career self-efficacy function as Catalyst in these relationship. So it alleviates realized career barrier and accelerates social support. Therefore, We must seek for solutions to overcome career barrier and social support in various ways.
Third, After verifying whether there are differences in effect between group, depending on gender, personal economic level, school type and current major accordance or discordance, it is verified that mediating effect of career self-efficacy has distinction depending on gender. While female students have heavier effect than male students in effect that career barrier has on career self-efficacy, it is showed that male students have heavier effect that social support has on preparation behavior. There are also difference in mediating effect of career self-efficacy, depending on economic level. The Group in poor economic level are aware that career barrier influences on preparation behavior more than the group in rich economic level. Judging from this, in university students' career barrier, social support and career self-efficacy, gender and economic level involvement can be effective for preparation behavior. As a results, The survey implies that college students’s career preparation behaviors and internal characteristics is link to comprehensive interaction based on social cognitive career theory.