창의융합형 인재의 정서 핵심역량 잠재계층 분류 및 영향 요인

Abstract

Objectives The purpose of this study is to identify the characteristics of each latent classes and to explore the factors affecting the classification of latent classes by sub-factors such as happiness, career maturity, creative personality, and citizen participation as emotional core competencies of talents with creativity-convergence.
 Methods Among the 3,000 students (cohort of 4th grade elementary school student, 1st grade in middle school, and 1st grade in high school) who were selected in the first year of the Daegu Education Longitudinal Study (2017), the subjects of this study were fourth-year students corresponding to the first year of high school in 2020. The target marking was stratified sampling method, which divided Daegu Metropolitan City into eight administrative districts, and the schools in the area were tabulated wirelessly, and the number of schools in each target layer was determined in proportion to the number of students in the target layer compared to the total number of students. High schools were determined in proportion to the number of students by dividing them into general, special-purpose, specialized, and autonomous public high schools according to their affiliation, and 979 boys (52.5%) and 897 girls (47.8%) A total of 1,876 data were used for analysis. The emotional core competency measurement tool used a total of 49 questions related to happiness, career maturity, creative personality, and civic participation used in the longitudinal study of education, and the factors influencing this were largely divided into individual (3 factors), family (5 factors), and school (5 factors) factors, and the questions were used for analysis.
 Results The number of latent classes was confirmed to be most appropriate when classified into three, and the results of analyzing the factors affecting the latent classes are as follows. First, in the individual factors, self-efficacy was found to have a very important effect on emotional core competencies. Second, in the family factor, communication with parents had the greatest influence. Third, in the school factor, support from friends was found to have the greatest influence. In particular, in the individual factors, self-efficacy was found to have a superior effect on self-efficacy in the upper group compared to the overall lower group, and the support of friends and cooperative learning had a greater effect than the support of teachers.
 Conclusions Schools and educational authorities recognize the importance of communication between parents and children and positive relationships between friends and teachers, and for this purpose, it is necessary to devise and apply customized programs suitable for the characteristics of the latent classes. Efforts to develop effective strategies and practice efforts to cultivate students' emotional core competencies should be continued.