고등학교 진로교육 참여 유형에 따라 대학 진학 후 진로 성과는 다를까? = Do Career Outcomes Differ by Type of High School Career Education Participation?

다국어 초록 (Multilingual Abstract)

This study examined whether different patterns of participation in high school career education are associated with students’ career-related outcomes during their university years. Grounded in the perspective that high school career education continues to influence students beyond secondary education, this study utilized data from the Korean Educational Development Institute’s National Survey on Teaching and Learning in Higher Education. Latent Class Analysis (LCA) was employed to identify distinct types of career education participation among high school students. The analysis classified students into four latent groups: Active Participation, Balanced Participation, Counseling and Assessment-Oriented, and Passive Participation. Among them, students in the Active Participation group reported higher levels of belonging and pride in their academic major during university and were more likely to have post-graduation career plans aligned with their field of study. In contrast, students in the Passive Participation group exhibited lower levels of major belonging and pride, and significantly less clarity and confidence regarding their future career plans. These findings suggest that the extent and nature of students’ engagement in high school career education meaningfully influence their academic and career development in higher education. Based on these results, the study emphasizes the importance of targeted educational interventions—such as academic advising, counseling services, and enhanced promotion of career education programs—for students who showed limited engagement in career education during high school.