2019, Vol.5, No.2

한국청소년활동연구 2023 KCI Impact Factor : 1.18

pISSN : 2635-9111 / eISSN : 2765-4117
https://journal.kci.go.kr/kyara

The purpose of this study is to define self-directed activities and to explore the applicability of self-directed activities. In order to accomplish this purpose, the concept of self-directed youth activities was explored and organized by the FGI of academics and field experts, and analyzed the possibility of applying self-directed activity to the field through IPA analysis to the pre-planning-implementation-evaluation stage. the results are as follow. First, the self-initiative was reclassified into the domain by the characteristics of the participants(subjective thinking, spontaneity and autonomy, self-understanding), the active activities of the participants(choice and decision, leading, creative appearance), facilitator role of the leader(motivation, basic competency promotion, permissive attitude, consideration of consumer 's position, information accessibility(guidance)). Second, self-directed activities have been newly defined as promoted and supported by youth leaders, organizations, and organizations so that youth can plan, choose and participate actively and autonomously and actively. Third, a survey of the youth self-directed activities of youth leaders who develop and implement the youth activity program in the field has extracted the key indicators that are important and practicable. As a result of this study, we suggested some points to improve in order to realize self - directed activity in the field. This study is meaningful that the definition of youth self-directed activity is redefined, and the methodology for self-directed activities of youth is formed.

The purpose of this study was to develop and validate the evaluation scale for middle school free semester activity program utilizing CIPP evaluation model. The results of three research problem were as the follows: First, 89 items and 10 territory were finally selected by the results of the first research problem. In context evaluation, 2 territories and 20 items were used. In input evaluation, 4 territories and 26 items were used. In process evaluation, 2 territories and 22 items were used. In product evaluation, 2 territories and 21 items were used. Second, 5 territory and 31 items were found by the results of the second research problem. In context evaluation, 1 territory and 7 items were used. In input evaluation, 2 territories and 12 items were used. In process evaluation, 1 territory and 6 items were used. In product evaluation, 1 territory and 6 items were used. Third, The validation of the newly developed evaluation scale was conducted using confirmatory factor analysis(CFA). The confirmatory factor analysis was completed with maximum likelihood estimation. The measurement model offered an acceptable fit to the data. These results will contribute to raising the improvement on the teacher’s levels of use for free learning semester.

The purpose of this study was to examine the effects of acculturation stress on life satisfaction and to examine the mediating effects of ego resilience on the relationship between these variables. In order to achieve these objectives, frequency analysis, descriptive statistics, correlation analysis were conducted using data from the fifth year(2015) adolescents panel data of the Multicultural Adolescents Panel Study(MAPS) of the National Youth Policy Institute(NYPI). The hierarchical regression analysis and the Sobel test proposed by Baron and Kenny. The main results of this study are as follows. First, acculturation stress and life satisfaction of multicultural adolescents were negatively correlated, and acculturation stress and ego resilience were negatively correlated. Second, acculturation stress and life satisfaction have a statistically significant causal relationship with acculturation stress and life satisfaction of multicultural adolescents. Third, the ego resilience showed a partial mediating effect on the relationship between acculturation stress and life satisfaction of multicultural adolescents. Based on the results of this study, we suggested supportive measures to reduce acculturation stress and improve ego resilience in seeking support measures to improve the life satisfaction of multicultural adolescents