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This study sought to examine longitudinally how parental support affects career maturity through children's self-concept. For this purpose, data from the 3rd to 7th years of the KELS 2013 of the Korean Educational Development Institute were used. Descriptive statistics and a multivariate latent growth model were analyzed using five years of longitudinal data from 5,200 students nationwide from the first year of middle school to the second year of high school. As a result, first, parental support, children's self-concept, and career maturity showed a decreasing trend over time. Second, parental support at an early point in time had a positive effect on the children's self-concept and career maturity, and the children's initial self-concept had a positive effect on the initial career maturity. Additionally, changes in parental support had a significant positive effect on changes in children's self-concept. Meanwhile, changes in parental support appeared to be slowing down as they have a negative impact on changes in children's career maturity. Through this, it was confirmed that parental support is an important variable that determines a children's self-concept by influencing the children's self-concept from the beginning to the pattern of change. In addition, the higher the initial parental support, the higher the children's initial career maturity. However, changes in parental support showed a negative relationship with changes in career maturity, so the increase slowed. Based on this, it was suggested that follow-up research was needed to establish institutional alternatives to narrow the gap in students' self-concept and career maturity caused by differences in parental support in the educational field and, lastly, to identify the characteristics of each variable.
Oh et al. (Thu,) studied this question.