This study intented to set up the variables which are expected to have a significant impact on aggression among high school students such as social support, career maturity, and structural model of motivation for studying. This research also, aims to identify a causal relationship between the variables through structural equation model analysis, investigate the relationship between them, and find out how they affect aggression.
In addition, this study looks at the mediator effect of career maturity on the relationship between social support and aggression and is trying to find out how the structural relationship among the three variables changes based on the standards in schools and the subjects'' gender. The specific subject of study is summarized as follows.
First, what is the structural relationship among social support, career maturity, motivation for studying, and aggression?
Second, what is the mediator effect of career maturity on the relationship between social support and aggression?
Third, what is the structural relationship among social support, career maturity, motivation for studying, and aggression based on the standards in schools and the subjects'' gender?
This study included 320 middle school students and 350 high school students from chosen high school and middle school located in Gyeongsangnamdo. The total number of participants were 639 except for insincere respondents. The results of the analysis are listed below.
First, on the analysis of the structural relationships among social support, career maturity, for studying, and aggression, social support has a beneficial effect on career maturity, motivation for studying, and aggression.
Second, apart from the impact of social support on the other three variables, social support has a significant impact on aggression by the medium of career maturity.
Third, apart from the mediator effect of career maturity, career maturity has a significant impact on aggression directly.
Fourth, in addition to the mediator effect of career maturity and aggression, career maturity affects motivation for studying directly.
Fifth, latent mean analysis was conducted to find out the change in the structural relationship among social support, career maturity, motivation for studying, and aggression based on the standards in schools and the subjects'' gender which are the characteristics of participants.
In social support, the value in high school students was higher than that of middle school students while the values of high school students were lower than those of middle school students in career maturity, motivation for studying, and aggression. However, there were no differences in latent mean between two groups.
Sixth, on the analysis of the difference in latent mean between male and female students, the value of female students was higher than that of male students in social support, career maturity, motivation for studying, and aggression. There was no difference found in variables between high school students and middle school students. However, the values of female group were higher than those of male group in career maturity and aggression. Based on the results, the key focuses are as follows.
First, the results emphasize the meaning and importance of social support for improved career maturity and motivation for studying and decreased aggression. In other words, practical proposals that provide teenagers with social support should be made.
Second, career maturity is the variable that affects aggression directly and also forms the bridge between social support and aggression. In other words, aggression could be reduced by improving career maturity.
Third, the result showing that career maturity can alleviate aggression could be very meaningful because little has been written on this topic. In addition, it tells that career maturity is a very important variable since the mediator effect of career maturity could has an influence on aggression by focusing on career maturity despite low social support.
Fourth, the result showed that there were strong interconnections between career maturity and motivation for studying while research on this topic is lacking.
Fifth, In general, the value of female students in career maturity is higher than that of male students. This result suggests that career education program with consideration to gender should be created. In other words, career activity for alleviating aggression is more helpful for female students than male students and it suggests that how to select participants must be considered for career education related programs. The study suggests that following topics should be considered and studied for the future reference.
First, the importance of social support should be emphasized to lower aggression.
Second, intervention by career maturity could be helpful for students who lack social support. Therefore, career education program should be conducted methodically to lower and prevent aggression.
Third, career education program with consideration to gender should be conducted.
Fourth, based on the results of this study the correlation between motivation for studying and aggression the structural relationships among four variables and group differences should be studied in the future.