고등학생의 2015 개정 교육과정 기반 6대 핵심역량 잠재계층 분류 및 영향 요인

Abstract

Objectives This study tried to analyze the factors affecting the potential class by classifying the potential class according to high school students' self-management ability, knowledge information processing ability, creative thinking ability, aesthetic ability, community ability, and communication ability.
 Methods Research data were high school samples from 2020 to 2021, corresponding to the 4th and 5th years, among the surveys of the Busan Education Longitudinal Study (BELS) collected through questionnaires supervised by the Education Policy Research Institute of the Busan Metropolitan Office of Education. A total of 3,046 people (1,603 male students and 1,415 female students) participated in the survey. Latent profile analysis was performed to classify the latent class, and multinomial logistic regression analysis was performed to analyze the influencing factors for each class.
 Results First, when comprehensively considering the number of latent class cases, the 5 class classification model was judged to be the most appropriate model. Second, gender did not have a significant effect on class classification in most cases, but it was more likely to be included in the ‘middle and lower competency group’ than the ‘overall high competency group’ and ‘community competency imbalanced group’. Third, the higher the learning activity time, the higher the possibility of being included in the ‘higher middle competency group’, ‘overall high competency group’, and ‘unbalanced community competency group’ than the ‘overall low competency group’. The possibility of being included in the ‘lower-middle competency group’ was higher than the ‘community imbalanced competency group’. The better the teacher relationship, the higher the possibility of being included in the ‘overall high competency group’ than the ‘overall low competency group’. It was confirmed that they were more likely to be included in the ‘overall high competency group’ rather than the upper middle competency group.
 Conclusions intervention of variables (learning activity time, parents, teachers, peer relationships) that affect the classification of latent classes according to the level of core competency development is required. In order to help broken families who have lost the ability to support and protect their children, society and institutions must establish an active support environment and support various activities (student autonomy, after-school activities, etc.) at school to help students secure time for learning activities. do. Considering that students who tend to be excessively obsessed with peer relationships can have a negative impact on their competency development, it suggests that proper education on healthy peer relationships is necessary.