Few studies have continuously examined the relationship between career decision-making self-efficacy variables and career-related variables in South Korea’s specific cultural context. Accordingly, this study aims to analyse (using Pearson’s correlations and structural equation modelling) the relationships between South Korean college students’ career decision-making self-efficacy, career preparation behaviour, and career decision difficulties. There were positive and negative relationships between career decision-making self-efficacy and career preparation behaviour career decision difficulties, respectively. In addition, we found a positive effect between career preparation behaviour and career decision-making self-efficacy, while career decision difficulties negatively affected career decision-making self-efficacy. Considering the standardised coefficient of the specific direct effect, the effect on career decision-making self-efficacy of career preparation behaviour was larger than that of career decision difficulties. It is recommended that career programmes are developed that help college students to independently set their career goals, actively search for career information, and promote career preparation behaviour while considering their majors. It is also recommended career counselling programmes be designed that can help them establish their self-concept and identity. These findings could provide the necessary basic data for the construction of an effective college career guidance system and inform strategies for improving college students’ career decision-making self-efficacy.

The purpose of this study was to evaluate the reliability and validity of the Korean Behavior Assessment System for Children 3rd Edition Teacher Rating Scales-Child Form (K·BASC-3 TRS-C). We used the generalized partial credit model based on item response theory (IRT) to examine the internal validity of the scale’s items and the latent trait in a sample of Korean children ( n = 318). Findings based on IRT provided strong evidence for the discriminative characteristics of the items. Additionally, the results revealed that the difficulty and discrimination of most items were appropriate, and the reliability of the K·BASC-3 TRS-C was excellent. Concurrent validity was tested using the Teacher’s Report Form for Ages 6–18 (TRF). Support for the external validity of subscale scores was found. A separate sample of 105 Korean children was used to examine the concurrent validity of a subset of the K·BASC-3 TRS-C subscales related to Anxiety, Hyperactivity, and Attention Problems demonstrated strong concurrent validity with TRF of related constructs. Other relevant findings, practical implications regarding the use of the K·BASC-3 TRS-C, and suggestions for future research are included in the discussion.