서울 초등학생의 역량 유형 분류 및 영향요인 분석

Abstract

This study examined the latent structure of cognitive and social-emotional competencies of elementary school students and explored the effects of student-level and school-level factors by latent structure. For this purpose, 113 schools and 3,710 elementary school students’ data from the first-year elementary school panel (ES&B) of the Seoul Educational Longitudinal Study of Students (SELSS) 2020 were used and descriptive statistics and multilevel latent profile model analysis were conducted. The main analysis results are as follows. First, as a result of the analysis, four latent classes (all competencies below the average/emotional competency below the average/cognitive and social competencies below the average/all competencies above the average) were classified according to the cognitive and social-emotional competencies of elementary school students. It was confirmed that the “all competencies above the average” class showed a higher rate than other classes, but on the other hand, the proportion of the “all competencies below the average” class was not low. Second, school variables that influence the latent profiles included student atmosphere and the ratio of professional counselors, and it was confirmed that both variables could have a positive effect. Third, the student-level factors such as: gender (female students), friendship, class attitude, and socioeconomic status (SES) had a significant effect on the probability of belonging to the positive class. Based on the above results, possible directions of policy support were suggested.