KJCKorea
Journal Central

The purpose of this study was to develop and validate an instrument to measure the career transition readiness of Korean adults. Based on previous studies, the concept of career transition readiness was refined and sub-factors were selected. Career transition readiness refers to the extent to which a person is prepared to leave his or her current occupation (work) or career path and transition to a different occupation, work, or career path (including unpaid work such as graduate school, being a stay-at-home mom, or volunteering). The five sub-factors of career transition readiness were career identity, career efficacy, emotional support, career risk-taking, and career adaptability. Data were collected from a total of 243 adults aged 25 and over. The data was analyzed using the Rasch model and confirmatory factor analysis. Finally, the researcher validated the Career Transition Readiness Scale, which consists of 19 items and 5 sub-factors. This study provides significant implications in terms of measuring the career transition readiness of adults in Korea in the future, as well as providing prescriptions such as education and training to promote career transition based on the results.

The current study investigated the mediating role of self-determined motivation in the relationship between future life goals and academic engagement and burnout of 308 Chinese Medical University students. The path analysis results revealed that distinct future life goals (financial success, social status, and communal goals) corresponded to distinct levels of self-determined motivation. These motivational levels subsequently impacted both academic engagement and burnout. Financial goals predicted heightened burnout through a pathway of controlled motivation. Social status goals, while positively influencing academic engagement via increased autonomous motivation, also contributed to elevated burnout through controlled motivation. On the contrary, communal goals amplified academic engagement through augmented autonomous motivation while simultaneously reducing burnout by diminishing amotivation. These findings emphasize the significant role of students’ future life goals in understanding their current academic motivation and engagement.

The purpose of this study was to determine factors influencing the satisfaction of university students participating in online courses and to develop an optimal model. Building upon previous research on factors influencing satisfaction in both online and offline university courses, this study establishes structural relationships among online learning experience, personalized learning environment, perceived quality, and satisfaction. The data for this study were collected from 161 university students who participated in an online education program during the spring semester of 2023. The collected data were analyzed using a structural equation model. The results of the study can be summarized as follows. First, this study empirically validates the significance of attitude as a primary influencing factor on satisfaction in university-level online courses. Second, this study empirically demonstrates that perceived quality in university online learning has a direct and indirect impact on satisfaction. Third, this study establishes empirically that a personalized learning environment indirectly influences satisfaction through the mediation of perceived quality and attitude. These results underscore the imperative for universities to prioritize enhancing learners' attitudes when devising strategies for online education. Theoretical and practical discussions, along with implications, are presented based on these findings.