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This study analyzed the impact of youth' participation experiences, Willingness and perceptions of youth activities on their life satisfaction and happiness, focusing on middle and high school students in Daejeon Metropolitan City. The research findings indicated that the influence on life satisfaction and happiness varied according to the types of youth activities participated in. In particular, participation in environmental conservation activities and self-development activities showed differing effects on youth' life satisfaction and happiness, with self-development activities exerting a positive influence while environmental conservation activities had a negative impact. Additionally, the satisfaction with youth activity participation, the degree of active participation, and the level of parental support were found to positively influence youth' life satisfaction and happiness. Notably, perceptions of youth activities emerged as a significant factor that meaningfully affects life satisfaction and happiness. These results suggest that the Willingness and perceptions of youth activities play a crucial role in the emotional well-being of youth and can serve as foundational data for proposing improvements to youth activity programs in the future.

Although cultural and leisure activities are critical for the healthy development of adolescents, research examining this topic among multicultural adolescents is rare. Therefore, this study investigates the influence of cultural and leisure activities on social competence among multicultural adolescents, with particular attention to examining the mediating effects of acculturative stress and self-esteem. Utilizing data from the 2nd Multicultural Adolescents Panel Study, direct, simple mediating, and dual mediating effects were analyzed with Model 6 of the PROCESS Macro method. The analyzed results show that multicultural adolescents’ cultural and leisure activities had a positively significant influence on social competence. Also, multicultural adolescents’ acculturative stress and self-esteem, respectively, had a simple mediating effect on the association between cultural and leisure activities and social competence. In addition, multicultural adolescents’ acculturative stress and self-esteem had a dual mediation effect. In that, the level of cultural and leisure activities decreased the level of acculturative stress, which, in turn, increased the level of self-esteem and finally increased the level of social competence. Strategies to enhance multicultural adolescents’ social competence through cultural and leisure activities are discussed based on the findings.

The purpose of this study is to analyze the mediating effect of achievement motivation in the relationship between cultural adaptation stress and career decision of adolescents from multicultural families and to provide theoretical-practical suggestions for strengthening career decision of adolescents from multicultural families.. In this study, the sixth year of the "Multicultural Adolescents Panel Study (MAPS)" conducted by the Korea Youth Policy Institute was selected as a research data to understand the career decision of youth from multicultural families, and analyzed using SPSS 21.0 and AMOS 21.0 statistical programs. As a result of the study, it was confirmed that cultural adaptation stress experienced by adolescents from multicultural families had a negative effect on achievement motivation, achievement motivation had a positive effect on career correction, and cultural adaptation stress of adolescents from multicultural families had a complete mediating effect on career decisions through achievement motivation.

This study aimed to verify the mediating roles of major satisfaction and career decision-making levels in the impact of major selection motivation on career preparation behavior among university students. For this study, a survey was conducted with students from a university in South Korea, and data from 319 responses were used for analysis. The collected data were analyzed using IBM SPSS 29.0, including frequency analysis, correlation analysis, and bootstrapping through the PROCESS macro model 4 to test the mediating effects. The main results are as follows: First, motivation for choosing a major, major satisfaction, career decision-making levels, and career preparation behaviors were all positively correlated with each other. Second, we examined the mediating effect of major satisfaction on the relationship between motivation for major selection and career preparation behaviors. It was found that major satisfaction fully mediated the relationship between intrinsic motivation for major selection and career preparation behaviors. On the other hand, major satisfaction partially mediates the relationship between extrinsic motivation for major selection and career preparation behaviors. Third, we tested the mediating effect of career decision-making levels on the relationship between extrinsic motivation for major selection and career preparation behavior; however, the mediating effect of career decision-making levels was not significant. In summary, this study confirmed that university students' motivation to choose a major has a significant effect on career preparation behavior through the mediating effect of major satisfaction. Lastly, the significance and limitations of this study and the direction for future research were presented.

This study investigates middle school students’ daily time usage patterns, focusing on study time, leisure time, and parent-child communication. It also examines differences in smartphone dependency based on these patterns. The participants were 2,404 second-year middle school students from the second wave of the KCYPS 2018. Latent profile analysis and analysis of covariance were conducted, controlling for gender. Latent profile analysis identified four distinct time usage profiles: Limited Leisure & Minimal Parent Interaction Group (63.1%), Smartphone & Peer-Play Oriented Group (11.1%), Learning & Parent-Interaction Oriented Group (12.3%), and Overall Participation Group (13.5%). The smartphone dependency score was highest in the Smartphone & Peer-Play Oriented Group, followed by the Overall Participation Group, Limited Leisure & Minimal Parent Interaction Group, and Learning & Parent-Interaction Oriented Group. However, the difference between the Learning & Parent-Interaction Oriented Group and the Overall Participation Group was not statistically significant. These findings suggest that students who spend more time playing with peers tend to use smartphones more frequently and exhibit higher smartphone dependency. Conversely, those who engage in self-directed learning and frequent parent-child communication show lower smartphone dependency despite moderate smartphone use. This study highlights the importance of managing smartphone dependency not only by reducing excessive use but also by promoting a balanced lifestyle. Encouraging meaningful social interactions, real-world goal setting, and consistent parent-child communication may help mitigate smartphone dependency. Furthermore, ensuring that real-world activities, such as socializing with friends, do not excessively shift into the virtual world is crucial.

This study examined the effects of adolescents’ smartphone overdependence has on sexual attitudes, moderated by parental attitudes. An online survey was conducted with middle school students, resulting in data collected from 223 participants. The survey measured adolescents' smartphone overdependence, sexual attitudes, and parenting attitudes, which were further categorized into positive and negative parenting styles. The results of the study were as follows. First, adolescents' smartphone overdependence was negatively associated with their sexual attitudes. In other words, greater dependence on smartphones was associated with less healthy sexual attitudes. Second, positive parenting attitudes were positively associated with adolescents' sexual attitudes. Warm, supportive, and reasonable parenting styles contributed to healthier sexual attitudes among adolescents. Third, positive parenting attitudes significantly moderated the relationship between smartphone overdependence and sexual attitudes, buffering the negative effects of smartphone overdependence.

This study is critically examines the current building standards and operational guidelines for youth center in South Korea, identifying key limitations in addressing the evolving needs of young people. Governed by the Youth Activity Promotion Act, these facilities focus on minimal physical requirements while overlooking functional, programmatic, and future-oriented aspects. Through a comparative analysis of public administrative buildings, libraries, and schools, the research reveals that innovative design principles—such as user-centered planning, flexible space configurations, and ICT integration—can offer valuable insights for reform. Based on these findings, the study recommends developing comprehensive construction guidelines and participatory design processes to transform youth center into dynamic, multifunctional environments that foster creativity, collaboration, and holistic development.

The purpose of this study was to examine the dual mediating effects of self-esteem and peer trust in the relationship between parental support and school adjustment among adolescents. Data were collected from junior-high and high school students residing in Jeonbuk from October 2021 to December 2021. Structured questionnaires were distributed to 720 students, and 693 responses were received. Of these, 84 questionnaires were excluded due to unreliable responses, leaving 609 for analysis. SPSS 26.0 and the SPSS Process Macro 4.0 (Model 6) were used to analyze the data. The results revealed that parental support significantly influenced school adjustment through peer trust. Furthermore, parental support demonstrated a significant positive effect on school adjustment via the combined mediation of self-esteem and peer trust, confirming the dual mediating effects. Based on these findings, this study discusses implications for enhancing adolescents’ school adjustment and suggestions for future study.

Career education should be structured with multidimensional and practical content to prepare students for the rapidly evolving job market. Traditional career education has primarily focused on personal aspects, such as aptitude and interests. This study highlights the necessity of integrating economic perspectives into career education, emphasizing that economic-life competency plays a crucial role in sustainable career planning. The objective of this study is to analyze the levels of economic-life competency and career-design competency among middle school students, examine gender differences, and explore the relationship between these competencies. The findings indicate that both economic-life competency and career-design competency among middle school students are at a moderate level. A significant positive correlation was found between the two competencies, with ‘earning competency‘(a sub-factor of economic-life competency) exhibiting the strongest correlation with career-design competency. Additionally, earning competency was positively associated with all three sub-factors of career-design competency: self-understanding competency, career information exploration competency, and career planning competency. These results suggest that incorporating economic-life competency into career education can enhance students’ ability to plan and pursue their careers effectively. This study contributes to the enhancement of future career education programs by integrating economic perspectives, emphasizing the importance of financial literacy in sustainable career development. The findings serve as a foundational resource for designing educational strategies that foster financial literacy and career planning skills, ultimately supporting students in achieving long-term career sustainability.