The relationship between university students' planned happenstance skills and career maturity

Objectives The purpose of this study was to examine the relationship between planned happenstance skills and career maturity for college students, and to examine whether career decision self-efficacy had a mediating effect in this process. Methods To collect data, a total of 266 students attending a 4-year university were sampled. For this purpose, planned happenstance skills, career maturity, and career decision self-efficacy tests were conducted. For Descriptive statistics, correlation, and regression analysis between each variable were conducted. The impact of planned happenstance skills on career maturity was examined, and the mediating effect of career decision self-efficacy, which was selected as a mediating variable, was verified. To analyze the mediating effect of career decision self-efficacy, data were analyzed using SPSS 22.0 and AMOS 21.0, and Hayes' Bootstrapping method was used to verify the mediating effect. Results It was revealed that the mediating effect of career decision-making self-efficacy appeared in the process in which college students' planned happenstance skills influenced career maturity. Planned serendipitous technology directly affected career maturity, and also showed a significant level of influence on career maturity indirectly through the mediating variable of career decision self-efficacy. Before the intervention of the mediating variable, career decision self-efficacy, there was a relatively low level of influence, but after the intervention, it was confirmed that the size of the influence of planned accidental skills on career maturity increased. In the gender difference analysis, for male students, goal selection and planned future planning showed a significant mediating effect in the process of influencing career maturity, and for female students, goal selection and career information showed a significant influence. . In the subfactor analysis of the mediating variables that affect career maturity, it was found that male students focused on goal selection and female students focused on problem solving. Conclusions Education that utilizes the planned happenstance skills of college students in the process of career development is needed. Career decision-making Self-efficacy should be used to provide career education and career counseling to help people smoothly pioneer and grow their own career path. Career experts need to explore the differences in values ​​and directions in the career field between male and female students, and explore the application of appropriate career programs and counseling strategies that are more microscopic and tailored to their perspectives.