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Negotiating Family Obligations and Educational Goals Among College-Enrolled Youth on Jeju Island, Korea


  • The author acknowledges, with gratitude, the contributions of Mihyun Ahn, Chuansheng Chen, Regina Hong, and Young Suk Kim for their advice and support throughout the development of this manuscript; and to the faculty and students on Jeju Island who helped to make this study possible.

Requests for reprints should be sent to Esther S. Chang, Soka University of America, 1 University Drive, Aliso Viejo, CA 92677. E-mail:


This survey study examined the role of parents in the educational goals of 265 college-enrolled youth (19–27 years; = 22 years; 64% female students) on Jeju Island, Korea. A model of shared agency was applied to identify the processes through which associations between family assistance and adjustment can be explained. Four factors of parental educational involvement were found: coactivity (consisting of autonomy support and collaboration), accommodation, noninvolvement, and directing. Results indicated that family assistance was positively related to adjustment and only coactivity was positively correlated to both family assistance and adjustment. Mediation analyses also indicated that youth's provision of family assistance was associated with lower levels of depression and higher satisfaction with life and educational progress through coactivity.