The Effects of Korean Subjects Integrated Career Education Program on Career Decision Making Self-efficacy and Dysfunctional Career Thinking of Middle School Students

The purpose of this study is to find out how it affects students’ career decision-making self-efficacy and career thinking by devising a career education program that integrates Korean language subjects and integrating the contents of Korean language classes with career education that enables students to develop their dreams. there is. The research method is as follows. First, the need for career education integrated with Korean subjects was examined for the third year of middle school. Second, a career education program integrated with Korean language subjects was conceived by converging Korean language subject achievement standards and career-related learning elements. Third, the Korean language integrated career education program was applied to the 8th class for an experimental group of 63 out of 127 third-year middle school students in Seoul. As a career decision self-efficacy test tool, the Career Decision-Making Self-Efficacy Scale-SF developed by Taylor and Betz (1983) was validated by Lee Eunkyung(2001) for middle and high school students. used The self-efficacy scale for career decision-making consists of a total of 25 questions of 4 sub-factors: goal selection, job information, problem solving, and future planning (Lee Eunkyung 2001:49). The Career Thought Inventory (CTI) tool developed by Sampson et al. (1996) and validated by factor analysis by Jang Seon-Cheol(2003) was used. This questionnaire measures career-related dysfunctional career thinking and consists of a total of 26 questions in three sub-factors: generalized decision-making confusion, performance anxiety, and distorted identity regarding the career decision-making process. The collected data was verified for homogeneity between the two groups through an independent sample t-test using SPSS 25.0, followed by a paired samples t-test. As a result, the experimental group's total pre-average score for career decision self-efficacy was 84.35 points, and the post-average average score was 98.90 points. (t=-7.644, p<.001). In addition, the overall mean score of the career thinking test in the experimental group was 54.21 points, and the mean post-test score was 46.84 points. (t=3.430, p<.01). As such, it was confirmed that the overall self-efficacy in career decision-making improved and dysfunctional career thinking decreased after the implementation of the integrated Korean language career education program in the experimental group compared to before the implementation. This study has the following significance. First, the career decision-making self-efficacy of students was improved through the career education program integrated with Korean subjects. Second, it reduced the dysfunctional career thinking that interferes with students’ career exploration.