청소년기 학교적응 프로파일의 전이 양상 및 영향변인 검증

Abstract

The purpose of this study is to identify the latent profile classification of adolescents’ school adjustment and the transition patterns of latent profiles after school-level transitions, to explore the variables that affect them. To do this, we applied latent transition analysis with 3-step approach to Korean Education Longitudinal Study 2013 data from the 3th and 6th wave (7th and 10th grades). The main results are as follows. First, four latent profiles commonly appeared across the 7th grades and the 10th grades: ‘average-level adjustment group’, ‘high-observance of rules average-level adjustment group’, ‘high-level adjustment group’, and ‘low-level adjustment group’. Second, as a result of examining the transition patterns of latent profiles for school adjustment, the overall rate of maintaining the same group was the highest. Third, the higher academic self-concept, social self-concept, self-management, parent-child interaction, interactive teaching methods, teachers’ enthusiasm and achievement pressure, the higher the probability of belonging to a latent profile with relatively higher mean of school adjustment in the 7th grades. Fourth, the higher individualized teaching methods, interactive teaching methods, teachers’ enthusiasm and achievement pressure, the higher the probability of belonging to a latent profile with relatively higher mean of school adjustment in the 10th grades. Fifth, academic self-concept and self-management had statistically significant effects on the transition of latent profiles. Based on the findings, implications for improving adolescents’ school adjustment were discussed.