The Hierarchical Linear Relationship of individual and College Variables with Career Aspiration of Junior College Students

Application of the psychology of working theory with Korean emerging adults.

“…Overall, despite several nonsignificant hypotheses, the findings generally support the applicability of PWT among Korean emerging adults, particularly when population-appropriate outcome variables are used. Moreover, the results are meaningful in that the study was conducted on junior college students who make up a large population of higher education yet are understudied (Higher Education in Korea, n.d.; Kim & Na, 2017) and face greater economic constraints than their cohorts attending universities (Ryu & Kim, 2016; Sohn, 2014). Thus, counselors may benefit by focusing interventions on this population informed by the tenets of the PWT; specific suggestions are provided below.…”

“…Despite the great number of emerging adults attending junior colleges and the greater barriers that these students are facing as they enter into the workforce, this population has been relatively understudied in the vocational psychology literature (Kim & Na, 2017). Thus, it would be meaningful to study junior college students’ career process, and PWT offers an appropriate theoretical background to study this population who face greater economic constraints and marginalization experiences compared to those attending universities.…”

The Effects of Major Selection Motivations on Dropout, Academic Achievement and Major Satisfactions of College Students Majoring in Foodservice and Culinary Arts

“…In addition, interpersonal variables comprehensively include relationships with teachers, parents, and friends, such as intimacy with teachers, support from parents, and support from peers, and social intimacy with peers and teachers is also an important factor that helps them adapt as members of the community. According to Kang et al [15], the support and encouragement of parents affects the ability to continue their studies, and students who are continuing their studies receive more support and encouragement from their parents than those who drop out [16]. In addition, studies have shown that students do not intend to drop out if they are aware of their parents' support.…”

“…Moreover, the greater the difference between their expected level and their actual ability, the more likely they are to drop out, and when their interests and education do not match, students are not satisfied with the education and lead to dropout. In addition, if the degree of interest in major, college life, or lecture is high, the intention to drop out is lower [16]. Second, environmental variables include satisfaction with the time and the distance to school, education costs, and school policy in controlling students.…”

An Exploration of Factors Influencing College Students' Academic and Social Adjustment

“…Furthermore, it has been noted that college adjustment encompasses a variety of aspects, including academic and social adjustment as well as satisfaction with the college environment [18,19]. In particular, social adjustment, which refers to how students maintain a sense of belonging as a member of their respective college society and intimacy with other members of the society by fostering positive interpersonal relationships and participating in diverse activities in school, is an integral aspect of college adjustment.…”