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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.

The purpose of this study is to investigate the actual daily life in relation to the space desired by youth in the community and to explore in-depth thoughts and opinions about the space that youth want to use in youth training facilities. To this end, 30 youth who know or have used youth training facilities were selected and a focused group interview was conducted for each group from August 30 to September 16, 2023. The interview questions in this study used a semi-structured questionnaire created through discussions between researchers. As a result of analyzing the data collected through the interview, 3 main topics, 9 sub-themes, and 21 semantic units were derived. First, 'everyday incidents' derived from finding comfortable spaces for relaxation, ranging from enclosed areas to open study spaces, from alleys to sports facilities. Second, 'the lack of youth spaces' revealed a shortage of spaces for relaxation and stress relief, inadequate and inappropriate study spaces due to high costs, and a lack of sports spaces without constraints of distance or environment. Third, 'the desired forms of utilization spaces' included a comfortable and free relaxation area, a focused and school-grade separated study space, and a dedicated indoor sports space for youth. Based on these findings, discussions were held on expanding youth relaxation spaces, exploring active promotional strategies, creating youth-friendly study environments, and reconstructing sports spaces according to the preferences of youth. This study is significant in that it presents a specific plan for a space with rest, study, and sports functions in terms of youth facilities, one of the functions of youth training facilities.

This study aimed to explore significances of child integration case managers and improvement measures for the Dream Start project. In order for this, in-depth interviews were conducted with six child integration case managers, who are core personnel in the Dream Start project, and analyzed their experiences using constant comparison methods. The analysis revealed that Dream Start child integration case managers felt a sense of mission and pride as professionals, joy and achievement from the positive changes shown by their clients, a sense of reward from positive feedback, personal growth, and encouragement and support from colleagues. However, they also experienced various limitations and difficulties, such as challenges related to the developmental characteristics of children, especially the need for intervention in infant families, passive participation by guardians, and issues arising from non-standard family structures and functions. The improvement measures proposed by the participants include institutional improvements for early intervention in infant families, refinement of the case discovery system and assessment tools, increased budgets and dedicated expert teams, enhancement of guardian education and awareness programs, and support for strengthening the capabilities of field practitioners. The study emphasizes the importance and necessity of early intervention, suggesting tailored program implementation, improvement of guardian awareness, and establishment of a support system for practitioners.

This study verified the effect of non-face-to-face DBT skill training program on dysfunctional thinking, social avoidance and distress, and social interaction anxiety of college students. Twenty university students enrolled in a university located in City G were selected for this study. Ten students were assigned to each of the experimental and control group. The subjects in the experimental group participated in a non-face-to-face DBT skill training group program for 120 minutes once a week, for a total of 8 sessions. In order to confirm the difference between the experimental group and the control group, pre-tests and post-tests were conducted, and a follow-up test was conducted 4 weeks after the end of the program. The result of the study showed that dysfunctional thinking, social avoidance and distress, and social interaction anxiety were significantly reduced only in the experimental group. In the case of dysfunctional thinking and social avoidance and distress, there was a significant difference between the pre-test and post-test scores and the pre-test and follow up scores. On the other hand, in the case of social interaction anxiety, unlike other scales, it showed a more significant difference in post-test and follow up scores, as well as in pre-test and post-test scores and pre-test and follow up scores. This study is significant in that it confirmed that the DBT skill training program developed to treat borderline personality disorder was also effective in treating anxiety. Finally, methods and directions for further research were proposed.

Creating an environment conducive to the development of youth capabilities and healthy growth in future society is a natural task that our generation must undertake. Particularly, youth-friendly spaces hold significant importance as spaces for experiencing autonomous activities outside of schools. Driven by the trend of youth policy reform, various local governments are establishing youth-friendly spaces for youth activities. However, the concept clarification, criteria for establishment, and facility distinctions of these youth-friendly spaces are unclear, lacking clear legal grounds. The purpose of this study is to provide foundational data to areas contemplating the creation of youth-specific spaces and to explore basic strategies for the establishment and activation of suitable youth-friendly spaces for future generations at the national policy level.

The purpose of this study is to conduct a qualitative meta-analysis to develop programs that support the psychological and social adjustment of multicultural children and adolescents through their peer relationships. A total of eight qualitative research papers were selected based on literature exclusion principles, focusing on peer relationships. The peer relationship scale by Lee Ho-seon (2001) was used to identify five factors: help, exclusivity, recognition, self-expression, and conflict, yielding 16 sub-elements. Results show that peer relations significantly influence the academic performance and identity formation of multicultural children and adolescents. Furthermore, peers with experience interacting with multicultural individuals exhibit high multicultural sensitivity. This study also discusses its limitations and suggests directions for future research.

The high school credit system, which emphasizes student course selection and responsibility, is being implemented with the goal of introducing all high schools nationwide by 2025. For the proper operation of the high school credit system, it is necessary to restructure the school space along with the preparation of the curriculum, completion standards, and evaluation plan. Therefore, the purpose of this study is to derive the direction of high school spatial restructuring in response to the introduction of the high school credit system. To this end, a survey was conducted on research schools that are piloting the high school credit system, and opinions based on the experience of operating the high school credit system were collected and analyzed. The analysis results were presented in four themes: the direction of the learning space, the direction of the support space, the direction of the communal space, and the improvement direction of the student movement. Based on the analysis results, the necessity of school space restructuring according to the characteristics of the high school credit system was emphasized, and change direction of the spatial structure was suggested.

The purpose of this study is to examine the structural relationship between the counselor's professional identity, self-efficacy, the counselor's level of development, and burnout. To this end, a questionnaire consisting of the counselor's professional identity scale, self-efficacy scale, counselor development level scale, and burnout scale was conducted for 356 counselors working as counselors across the country. 356 responses were used for analysis. In order to confirm the structural relationship of the variables, a research model and a comparative model were established, and the final model was selected through the verification of the fit of the model. As a result of the study, first, there was a positive correlation between professional identity, self-efficacy, and the level of the counselor's development, and a negative correlation with burnout. Second, professional identity had a direct impact on self-efficacy, and had a direct/indirect effect on the level of development and burnout of counselors. Third, self-efficacy had a direct effect on the level of development of the counselor, and had a direct and indirect effect on burnout. Fourth, in the relationship between professional identity and burnout, it was confirmed that self-efficacy and the level of the counselor's development had a sequential partial mediating effect. Based on these results, the significance of this study and suggestions for follow-up studies were discussed.

The purpose of this study is to clarify the effects of parent support, teacher support and friend social support for multi-cultural youth on their school adaptation and to analyze the moderating effects of achievement motivation. This study analyzed 1,329 adolescents from 2016 multi-cultural youth panel data. As a result of analysis, first, it was found that social support and achievement motivation had positive effects on school adaptation, and that there was also the moderating effect of achievement motivation. Second, it was found that parent support, friend support, teacher support, and achievement motivation had positive (+) effects on adaptation to peer relationship. And it was found that achievement motivation had moderating effects on parent support (+) and friend support (-). Third, it was found that parent support, friend support, teacher support, and achievement motivation had no effect on adaptation to academic life. Fourth, it was found that parent support, friend support, teacher support, and achievement motivation had positive effects on adaptation to relationship with teacher. And it was found that achievement motivation had a moderating effect on parent support (+). The above results suggest that social support and achievement motivation are important factors necessary for multi-cultural youth's school adaptation.