A Preliminary Study on the Structural Relationship between Students' Perception of the High School Credit System Policy, Policy Satisfaction, and Policy Effects

This preliminary study investigates the structural relationship between students' experiences and perceptions of the High School Counseling System (HSCS) and its policy effects-namely, school satisfaction and self-directedness-with policy satisfaction as a mediator.Using structural equation modeling (SEM) and survey data from first-year students in Seoul's general high schools collected during the 2020 Seoul Student Longitudinal Study, the research focused on 906 respondents who perceived HSCS operation and compared schools with and without an HSCS.Descriptive statistics revealed that only about 40% of students in HSCS-operating schools recognized its implementation, while roughly 20% of students in non-HSCS schools believed it existed.Despite these perceptual differences, both groups exhibited similar levels of awareness regarding HSCS operation, policy satisfaction, and perceived policy effectiveness.The analysis demonstrated that students' positive evaluations of course selection, supplementary programs, and counseling services directly enhanced school satisfaction and self-directedness, with only minimal indirect effects mediated by policy satisfaction.Furthermore, while the structural effects were consistent among students in schools with an HSCS, a distinct pattern emerged in general schools.Overall, the study underscores the significance of accurate perceptions and strong program implementation in achieving desired policy outcomes within high school counseling frameworks, suggesting that local schools should focus on curriculum innovation, proactive course guidance, and robust program management to successfully establish the HSCS.