Abstract
Objectives In this study, the longitudinal relationship between elementary students' media use and social development was analyzed using data from the 8th to 11th years of the Panel Study on Korean Children and the implications of the research results for teacher education were presented.
 Methods Using longitudinal data for four years from the first to fourth grades of 254 elementary students nationwide, the constructs of media use and social development were measured. Exploratory factor analysis and confirmatory factor analysis were performed on the extracted factors, and reliability was analyzed. In order to identify these longitudinal relationships, descriptive statistics by variable, correlation analysis, and autoregressive cross- lagged modeling analysis were performed.
 Results As a result, First, there was an overall negative correlation between elementary students' media use and social development. However, it was statistically significant only in some cases. Second, elementary students' media use was stable over time. Third, the social development of elementary students was also stable over time. Fourth, media use at the previous time point had a negative effect on social development at the next time point, but it was not statistically significant. Fifth, social development at the previous time point was found to have a negative effect on media use at the next time point, but it was not statistically significant either.
 Conclusions Thus, when the relationship between media use and social development was analyzed longitudinally, the continuous influence between the same variables could be confirmed, but the longitudinal influence relationship on each other was not significant. Based on this, the following were suggested. First, since the influence of elementary students' media use and social development on subsequent media use and social development is continuously significant, it is necessary to prepare a teaching method to manage them in a positive direction. Also, it is necessary to strengthen media literacy education in the field of teacher education. Second, a follow-up study was suggested to further clarify the relationship between variables by reducing missing data and securing a larger number of study subjects.
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