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학술논문

The Effect of the Psychological Career Barriers on Career Indecisions among South Korean Millennials: Using Latent Growth Modeling

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영문명
발행기관
서울대학교 교육종합연구원
저자명
Hyunjung Park Yeyoung Woo
간행물 정보
『The SNU Journal of Education Research』Vol.34, No.2, 25~44쪽, 전체 20쪽
주제분류
사회과학 > 교육학
파일형태
PDF
발행일자
2025.06.30
5,200

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국문 초록

The purpose of this study was to examine the trajectory of career indecision and the changes in psychological career barriers among the millennial generation and to verify the influence of psychological career barriers on the longitudinal changes in career indecision. To achieve this, data from the 11th wave (2017) to the 14th wave (2020) of the Youth Panel 2007 were used as the research subjects, focusing on 5,061 males and 5,270 females born between 1981 and 1997. Using the data, latent growth modeling was used to examine how the influence of psychological career barriers evolves over time in conjunction with the developmental characteristics of career indecision. The results were as follows: First, the change trajectory of career indecisions among millennials revealed significant temporal fluctuations. Secondly, when introducing psychological career barriers as explanatory factors for individual differences, concurrent effects of these barriers were substantiated, albeit without evidence of lag effects. Furthermore, the magnitude of the concurrent effects intensified over time. These findings had implications for career education and counseling, which were discussed along with the study's limitations

영문 초록

목차

Ⅰ. Introduction
Ⅱ. Literature Review
Ⅲ. Methods
Ⅳ. Results
Ⅴ. Discussion
References

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APA

Hyunjung Park,Yeyoung Woo. (2025).The Effect of the Psychological Career Barriers on Career Indecisions among South Korean Millennials: Using Latent Growth Modeling. The SNU Journal of Education Research, 34 (2), 25-44

MLA

Hyunjung Park,Yeyoung Woo. "The Effect of the Psychological Career Barriers on Career Indecisions among South Korean Millennials: Using Latent Growth Modeling." The SNU Journal of Education Research, 34.2(2025): 25-44

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