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메뉴This study was conducted to develop and verify the validity of a university student success scale. To develop the scale, first, preliminary questions were developed after conducting research on college students’ perceptions of success, a literature review, and expert interviews. Accordingly, 145 items for 6 factors were developted. Second, a preliminary survey was conducted on 301 college students to analyze the preliminary questions’ factors. As a result of exploratory factor analysis, 48 items for all 6 factors were selected. Third, the cross-validation of the extracted items was verified and the construct validity, convergent validity, and criterion-related validity were verified by conducting a survey on 609 college students. Thriving Quotient analysis, which is a growth index, and correlation analysis were conducted to verify the items’ convergent validity. To verify the items’ validity, a correlation analysis was conducted with the respondents’ GPA from the preceding semester, career decisions, and subjective happiness and the degree to which they had adapted to college life. As a result of the final analysis, 26 questions were selected for all 6 factors. The finally derived factors and questions were ‘Setting a life goal (5 questions)’, ‘Career development (4 questions)’, ‘Initiative study (5 questions)’, ‘Improvement of interpersonal relationships (5 questions)’, ‘Mature citizenship (3 questions)’ and ‘Self-growth (4 questions)’. The student success scale and thriving quotient were statistically significantly correlated. Criterion-related validity analysis was conducted to identify all statistically significant results, indicating the scale’s validity. This paper discusses this study’s significance and limitations, how the scale developted in this study is different from other student success instruments, its academic and practical significance, and directions for future research.
The purpose of this study is to verify the impact of the planned happenstance skills of college students on the life satisfaction on the career adaptation model, and to examine the mediated effects of career adaptability, occupational engagement job-seeking anxiety. For this purpose, the data of 343 people collected by conducting an online survey of 3rd and 4th year male and female college students was used for the final analysis. The main results of this study are as follows. First, as a result of analyzing the double mediating effect of career adaptability and occupational engagement in the relationship between planned happenstance skill and life satisfaction, it was confirmed that it was statistically significant. Second, as a result of confirming the mediated moderating effect of the research model, the moderating effect of job-seeking anxiety on the mediating effect of career adaptability in the relationship between planned happenstance skills and life satisfaction of college students was that the interaction term between planned happenstance skills and job-seeking anxiety was found to have a significant negative effect on. The significance of this study is as follows. First, it is meaningful in that it confirmed and revealed the importance of improvement of planned happenstance skills, career adaptability, and occupational agreement for college students’ life satisfaction. Second, the possibility of the career adaptation model was confirmed. Through this, it is meaningful in that it revealed the need for career counseling intervention in accordance with the level of individual needs. Third, it is meaningful in that it confirmed the integrative aspect by applying the employment anxiety to the career adjustment model targeting the 3rd and 4th year university students who can perceive job-seeking anxiety relatively high.
This study was conducted to develop and validate an inventory that measures teachers’ perceptions of student mental health. To this end, we developed two separate forms - one for elementary school teachers and another for middle and high school teachers - and examined the validity of each form in terms of content and psychometric properties. This study was conducted in three steps. In Study 1, the construct and factor structure was developed through focus group interviews and Delphi surveys. Then 65 preliminary questions for elementary school teachers and 66 preliminary questions for middle and high school teachers were developed for eight sub-domains of four major domains of the inventory. In Study 2, a preliminary survey was conducted on 208 elementary school teachers and 216 middle and high school teachers, followed by exploratory factor analysis and examination of item quality. A total of 50 items for elementary school teachers and 51 for middle and high school teachers were selected for the final survey. In Study 3, the final survey was conducted on 566 elementary school teachers and 674 middle and high school teachers nationwide, and the reliability, construct validity, and concurrent validity of the survey were verified. The final inventory was shown to have the appropriate level of reliability and construct validity. Positive correlations with scores on a teacher efficacy scale and an instrument for perceptions on mental health also support the concurrent validity. Lastly, several potential applications for the inventory in the context of the school environment were suggested.