A Study on the Structural Relationship among Self-understanding, Openness, Self-directedness, Convergence Thinking, and Elaboration of College Freshmen

Abstract

This study was conducted to investigate self-understanding, openness, self-directedness, convergence thinking, and elaboration in college freshmen, and to investigate the structural relationships between these variables. In addition, the effects of factors influencing the sophistication of college freshmen were investigated, and the mediating effect of openness, self-directedness, and convergence thinking in the relationship between self-understanding and elaboration of college freshmen was verified. The data was collected from 2,860 freshmen who entered college in 2020 using a survey. For the study, data was collected from 2,860 freshmen of K University, and the collected data were analyzed using SPSS 25.0 and AMOS 25.0 statistical programs. As for the analysis method, first, the descriptive statistics were examined, and the correlation between the variables was confirmed. In addition, CFA was performed to verify the validity of the measurement scale, and SEM analysis was performed to confirm the structural relationship and mediating effect among five variables. Based on the results of the study, the following were found. First, it was found that college freshmen's self-understanding had an indirect effect on elaboration through openness, self-directedness, and convergence thinking. Second, as a result of examining the mediating effects of openness, self-directedness, and convergence thinking in the relationship between self-understanding and elaboration of college freshmen, it was found that all three variables are statically mediating. This study provides meaningful implications for what specific efforts should be made at the school level to improve college freshmen's adaptation to school life and academic ability and sets an important criterion for designing and improving college competency-based education for freshmen.