대학생의 진로성숙도 잠재전이 발달유형과 성별, 목표, 적응, 진로, 부모요인의 영향

초록

This study aimed to examine university students’ developmental types of career maturity, using latent transition analysis, and explore the influence of gender, goals, adjustment, career, and parental factors. The participants were 5,880 first-year (9th wave) and second-year (10th wave) university students from the 2013 Korean Education Longitudinal Study, comprising 2,866 male and 3,014 female students. The latent career maturity classes during the first and second years of university were classified into three groups: active, intermediate, and passive groups. The probability of students in the active group in their first year remaining in the same group in their second year was 66.50%. For the intermediate group, this probability was 74.90%, and for the passive group, it was 69.20%. A positive transition was observed, where members of the passive group in the first year moved to either the intermediate or the active group in the second year, and members of the intermediate group moved to the active group. However, a negative transition was also observed, with members of the active group moving to the intermediate or passive group and members of the intermediate group moving to the passive group. Intrinsic goals and adjustment to university life significantly influenced the transition of the intermediate group in the first year to both the active and intermediate groups in the second year. Additionally, academic majors and gender had a significant impact on the transition to the active group compared to the passive group. Gender was also found to significantly influence the transition from the passive group in the first year to the intermediate group in the second year compared to the remaining in the passive group. Educational Impact and Implications : The career maturity of students in their early college years appeared to be stable, indicating consistent career preparation. If career maturity is high during the early stages, it is likely to remain high over time. Therefore, it is crucial to provide support for early career preparation and enhance career maturity. Given this stability, a differentiated approach tailored to the characteristics and needs of each group is necessary. This approach includes offering basic career exploration opportunities to students with low maturity and advanced career development opportunities to those with high maturity.

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