ScholarWorks@숙명여자대학교

초록

This study examines the dual mediating effects of self-determined intrinsic motivation and academic stress in the relationship between parent–child interaction and career maturity among middle school students participating in the Free Semester Program. Data were obtained from the third wave of the Korean Education Longitudinal Study (KELS) 2013. After excluding students from schools that did not implement the program, the final sample consisted of 5,366 first-year middle school students who completed all relevant items. Structural equation modeling was conducted. The findings are as follows. First, parent–child interaction had a significant direct effect on students’ career maturity. Second, parent–child interaction indirectly influenced career maturity through self-determined intrinsic motivation, indicating a partial mediating effect. Third, academic stress also partially mediated the relationship between parent–child interaction and career maturity. Fourth, a sequential dual mediation pathway was identified, showing that parent–child interaction affected career maturity indirectly through both self-determined intrinsic motivation and academic stress in sequence. Based on the findings, this study proposes specific policy and practical measures to enhance the career maturity of middle school students during the Free Semester Program. These include developing parent education programs, implementing counseling interventions, and utilizing online platforms.

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