This study examined the mediating role of dysfunctional career thoughts in the relationship between career decision self-efficacy (CDSE) and vocational identity (VI). For this purpose, the data were collected from 446 Korean college students. The authors used the Hayes (2013) PROCESS tool to analyze the data. The results showed that CDSE positively correlated with VI, whereas all 3 types of dysfunctional career thoughts negatively correlated with CDSE and VI. The results also indicated that all 3 subscales of dysfunctional career thoughts partially mediate the association between CDSE and VI. We provide implications and limitations of the findings.

Statistical literacy refers to understanding fundamental statistical concepts. Assessment of statistical literacy can take the forms of tasks that require students to identify, translate, compute, read, and interpret data. In addition, statistical instruction can take many forms encompassing course delivery format such as face-to-face, hybrid, online, video capture, and flipped. In this study, we examined statistical literacy of graduate students using a validated assessment tool (the Comprehensive Assessment of Outcomes in Statistics; CAOS) across two increasingly popular delivery formats-hybrid and online. In addition, we examined condensed (six week) semesters to full (16 week) semesters to determine if course length was related to statistical literacy. Our findings suggest that, holding other factors constant, delivery format is not related to statistical literacy for graduate students. This contradicts some existing research that shows hybrid delivery outperforms online only. Our results have important implications for the teaching of statistics as well as for graduate education overall.

Adolescence is the period when teenagers need to enhance competencies, develop independence and experience important transitions in their lives. In addition to typical developmental tasks, Korean adolescents experience unique stressors due to highly competitive nature of the educational system in the country. It is commonly believed that they are more likely to get high‐paying jobs or higher social status once they enter prestigious universities. This belief forces the students to spend a considerable amount of time studying and results in pressure to show high levels of academic performance. Consequently, Korean adolescents experience excessive academic stress, which may lead to a broad range of psychological difficulties. These stressors have led to an increased number of clients seeking counselling services in the past years, with a total of 5 million students at all school levels presenting in 2018. The presenting issues and concerns included interpersonal relationships, academic/career difficulties, mental health issues and juvenile delinquency. In order to best serve adolescent clients, Korea has different service delivery systems including Community Youth Safety‐Net (CYS‐Net). This system provides at‐risk adolescents with customised services including counselling, protection, education and shelters by linking youth‐related resources in the community. Overall, the current article provides information regarding the Korean counselling system for adolescents. Specifically, we present (a) characteristics of the counselling system, (b) prevalence of presenting issues in counselling, (c) client characteristics, (d) service delivery systems, and (e) employment status of adolescent counsellors and school counsellors. Future directions for Korean adolescent counselling and implications are discussed.

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