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The objective of this study is to determine whether the parent-child relationship exerts a mediating effect on the influencing relationship of the self-concept of children and adolescents with career maturity. To this end, we processed data from 5621 students who participated in the first through fifth rounds of the survey in the 2013 Korea Education Longitudinal Study. We performed a paired sample t-test to verify differences between the groups of children and adolescents. To verify the mediating effect of the parent-child relationship on the influencing relationship of self-concept among children and adolescents with career maturity. The results showed that there was a difference depending on gender and city size in terms of self-concept, career maturity, and relationship. This study also revealed a significant discrepancy in the self-concept and parent-child relationship based on the developmental stages. In addition, the study also verified the mediating effect of the parent-child relationship in the relationship between the self-concept of children and adolescents and their career maturity. Based on these findings, it is necessary to implement a systematic education program for parents because the parent-child relationship is highly important in improving students' career maturity.

Background/purpose: The purpose of this study was to develop and validate the Learning Leader Competency Test in South Korean university students. Based on the analysis of previous studies, this study defined the concept of learning leader competencies, consisting of cognitive, motivational, and behavioral domains. Materials/methods. A total of 638 university students participated in the study and data were collected via online survey. Exploratory factor analysis was conducted using principal axis factoring and Oblimin rotation. Confirmatory factor analysis was performed using maximum likelihood and goodness indices such as IFI, TLI, CFI and RMSEA. Construct, convergent, discriminant, and cross-validities were tested. Results: The Learning Leader Competency Test consists of 23 items and three factors; knowledge, thinking, and problem solving; learning goal orientation and self-determination; and constructive self-expectation and caring for the community. The test's reliability (Cronbach's [alpha] = 0.856) and validity were confirmed. Conclusion: This study defines the concept of learning leader competency and identifies the subcomponents of learning leader competency into the cognitive, motivational, and behavioral domains. This test may be applied in order to determine the extent to which university students possess the competency of becoming a leader in learning.

This study investigated the influence of South Korean university students' contact experiences with North Korean refugee university students on social identity and integrated conflicts. The study was conducted with students in years 1-4 of university enrolled in S University in Seoul. Data from 446 participants were gathered. Pearson's correlation analysis was conducted to determine the relationship between college students' contact experience with North Korean defector students, with variables of social identity and integrated conflict included. In addition, a t-test was conducted to analyse the differences in social identities and integrated conflicts according to whether or not college students participated in a unification leadership camp and whether or not they attended lectures related to unification. This study found significant correlations between variables such as contact experience, social identity and integrated conflicts. In addition, an increase in experiences between North Korean defectors and South Korean university students had a positive effect on social identity and negatively affected integrative conflict. In addition, there was no difference in social identity and integrated conflicts according to whether or not students participated in the Unification Camp or attended lectures related to unification. The results of this study will contribute to the development of programs and course openings to increase social identity and reduce integrated conflicts by expanding the contact experience between South and North Korean college students.

As the proportion of multicultural family increases in Korea, there has been an acceleration in the emergence of a multicultural and multiracial society, resulting in more students with different cultural backgrounds in schools. Therefore, it is necessary to achieve harmony and integration among people from various cultures and backgrounds. The purpose of this study was to identify how multicultural acceptability affects self-concept and community consciousness by using longitudinal data collected for elementary and middle school students using a latent growth model, and to confirm the relationship between these variables. As a result of the study, first, it was confirmed that the multicultural acceptance of elementary and middle school students influences the development of self-concept and community consciousness. Second, a positive correlation was found between the three variables of multicultural acceptance, self-concept, and community consciousness. This study has implications for establishing educational measures relating to multicultural acceptance, self-concept, and community consciousness for adolescents, who are at the stage where perceptions and attitudes toward diverse races and different cultures are cultivated.