Structural Analysis of High School Students’ Career Adaptability, Positive Parenting Attitudes, Grit, and Self-Directed Learning

Objectives: This study aimed to investigate structural relationships among high school students’ career adaptability, positive parenting attitudes of perceived, grit, and self-directed learning.Methods: The participants in this study were 575 1 ,2th grade high school students in tGyeongsan-si, Yeongcheon-si, and Daegu. The participants completed questionnaires assessing their career adaptability, positive parenting attitudes, grit, and self-directed learning. Data were analyzed using SPSS 26.0, AMOS 26.0. The maximum likelihood estimation method (ML) was used to evaluate the goodness of fit using RMSEA, SRMR and its 90% confidence interval, CFI, and TLI.Results: First, positive parenting attitudes toward high school students, grit, and self-directed learning directly affected high school students’ career adaptability. Second, positive parenting attitudes were found to indirectly affect high school students career adaptability through grit. Additionally, positive parenting attitudes were found to indirectly affects high school students career adaptability through self-directed learning. Third, positive parenting attitudes and high school students career adaptability were found to be sequentially double mediated in the relationship between grit, and self-directed learning.Conclusion: This study proved the model’s validity which was hypothesized to predict high school students career adaptability using related variables. Thus, this study provides a theoretical basis and multiple implications that can be meaningfully used to show that positive parenting attitudes, grit, and self-directed learning can increase the effectiveness of high school students career adaptability.