2019, Vol.5, No.3

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 analyze the difference of core competency of youth activities according to characteristics of participation in autonomous club activities. This study used 176 adolescents from two general high schools in Gyeonggi-do who have autonomous club activities. The data were analyzed by independent sample T-test, one-way ANOVA and post-test. The results of this study were as follows. First, youth's core competencies differ according to general characteristics of participants. In the case of gender, females were higher in cooperative competency than males. In the case of grade, the second grade of high school was higher in communication, collaboration, creativity, social emotion and career development competency than the other grade. Second, the core competencies of youth activities were different according to the persistence of participation in autonomous club activities, type of participation, duration of participation, and degree of participation. The higher the persistence of participation in autonomous club activities, the higher the communication and collaboration competency of adolescents. Among the types of autonomous club activities, youth group activities increased youth's communication, social emotion, and career development competency. Youth who actively participated in autonomous club activities showed higher communication and collaboration competency than those who did not. On the other hand, there was no difference in the youth activity competency according to the participation period of autonomous club activities. Based on these results, this study suggested the implications for activating the autonomous club activities of adolescents.

It has been previously stated that cooperation accompanied by linguistic communication can be a catalyst for altruistic behavior(Dunbar, 2003; Smith, 2010). However, no experimental evidence exists to support these claims. Previous studies have shown a link between musical cooperation and an increase in altruistic behavior in adults, but it is unclear whether this effect can be ascribed to the music itself or if it is the linguistic factor in the lyrics that caused these results. This study seeks to improve upon the limitations of existing studies on altruism and to add to the diversification of activities that increase altruism. This study was performed specifically on adolescents and—in addition to the above—it also focuses on how activities affect the character education of adolescents. A cooperative linguistic activity, “reading books together(reading a page in turn),” was used to determine if the activity affected an increase in altruistic behavior. Prior to the experiment, adolescents’ preferences for different goods(candies)—high preference or low preference—were identified through a survey. After establishing their preferences, when subjects were asked to share their candy, the research also observed whether the number of candies shared changed depending on their preference for the candies that they were given. Experiment 1 was performed on 16 adolescents in a study room. The adolescents were randomly assigned to two groups: one group was given the task of reading books together and the other group was given the task of reading books individually. The selection of tasks was random. Next, each of the original groups was randomly divided into two groups again. One group was given the highly preferred candies and the other given the less preferred candies. Altruism was measured by the number of candies that were shared among friends(in-group) in the study room. Experiment 2 was performed identically Experiment 1, separating 16 adolescents into two groups and then separating them into two groups again according to their preference of candies. In Experiment 2, the adolescents’ altruism was measured by counting how many candies were shared among friends from other study rooms(out-group). It was found that in both groups where adolescents who read books together(Mexpt. 1 = 5.50, Mexpt. 2 = 5.88) the participants shared more candies than those who read books on their own(Mexpt. 1 = 2.63, Mexpt. 2 = 3.00). Additionally, in both Experiments 1 and 2, adolescents who read books together showed no difference between the number of highly preferred candies(Mexpt. 1 = 5.25, Mexpt. 2 = 6.00) and less preferred candies(Mexpt. 1 = 5.75, Mexpt. 2 = 5.75) being shared. Contrastingly, adolescents who read books individually shared fewer of the highly preferred candies(M expt. 1 = 1.75, M expt. 2. = 1.50) than the less preferred candies(Mexpt. 1 = 3.5, Mexpt. 2 = 4.50), showing an interaction between altruism and group activity. This experiment has significant theoretical implications, as it investigates how linguistic cooperation interacts with an increase in altruistic behaviors. It also has practical implications, as it extended the experiment of altruistic behavior from musical cooperation activities to reading and linguistic activities.

The purpose of this study is to identify the youth leaders' supervision requirements for 27 items of the National Standards for Occupational Education (NCS), which are the job areas of youth leaders, and to classify 27 items into administrative, educational, and supporting functional areas based on theory to recognize the youth leaders' supervision requirements for each function. This research method had 807 youth training facilities registered nationwide as of 2019 and applied a random sampling method among non-allocation labeling methods at facilities related to youth training that are deemed suitable for carrying out this study. The research target is 22 facilities related to youth training nationwide, and the data were collected and analyzed through responses from 241 youth leaders. The results of this study are as follows. First, the important order of youth guidanceers on the degree of supervision requirements for the National Occupational Skills Standards (NCS) is to support and evaluate youth self-governance activities, plan and design for youth programs, plan for youth programs, and prepare manuals, Development of plans and tools for evaluating youth programs, case analysis and planning of youth living maps, network establishment and operation, management of youth activities information, administrative support of youth institutions, implementation and follow-up of youth programs, etc. Second, the order of supervision requirements of youth guidance on the administrative function area of NCS is planning and designing youth programs, business planning, youth program evaluation plan and tool development, youth program planning and manual preparation, The report showed administrative support for youth institutions, preparation for youth programs, supervision and evaluation of volunteer activities, writing programs for youth activities certification, and planning and education for youth self-government activities. Third, the order of youth guidance on the education functional areas of the NCS is to support and evaluate youth self-governing activities, marketing youth programs, managing information on youth activities, implementing youth programs, training programs, planning and education for youth activities. It was followed by youth program education, youth field practice guidance, and youth activity certification programs. Fourth, the order of supervision requirements of youth guidance on NCS supporting functional areas is to operate network, conduct and follow-up assessment of youth programs, check and manage hygiene, support youth rights promotion activities, plan and recruit volunteer activities, and study on youth research, Youth life maps were analyzed and planned, youth life maps implemented and utilized, and youth program evaluations were conducted and follow-up management. Youth leaders are calling for a supervision in order to improve their job performance, in order to do education, administrative and support work.