Latent Profile Analysis of Career Development Competency in General High School Students: Exploring Influencing Factors and Examining Differences in Academic Self-Efficacy, Learning Motivation, and Satisfaction

Objectives This study aimed to identify latent profiles of career development competency among general high school students and examine the effects of individual and school-related factors on these profiles, along with differences in academic-related psychological characteristics such as school life satisfaction, autonomous learning motivation, self-directed learning, and academic self-efficacy. Methods Using data from the 2023 Career Education Status Survey for elementary and secondary schools conducted by the Korea Research Institute for Vocational Education and Training (KRIVET), a latent profile analysis (LPA) of career development competencies among general high school students was performed utilizing SPSS 26.0 and Mplus 8.8. Furthermore, to examine the factors influencing profile classification and differences in dependent variables while accounting for classification errors, the three-step approach proposed by Vermunt (2010) was employed. Results The analysis revealed three distinct profiles of career development competency: “low competency group” (30.8%), “moderate competency group” (48.0%), and “high competency group” (21.2%). Each group exhibited differences in components such as job understanding, optimism, and communication. Key influencing factors included the presence of a desired career, level of educational aspirations, satisfaction with school career activities, and parental communication. Additionally, higher levels of career development competency were significantly associated with greater satisfaction with school life and improved academic-related variables. Conclusions This study holds significance in systematically evaluating career development competency in high school students and providing foundational data for designing tailored career education programs. It emphasizes the importance of satisfaction with career activities and advocates for individualized career education that reflects the needs of students.