Development Of Educational Institutions Research Articles

수업 체계성과 일관성이 대학생의 학업 성취도에 미치는 영향 분석

This study explores the association between instructional practices and college students’ achievement. Using National Assessment of Student Engagement in Learning(NASEL) data from Korean Educational Development Institute, we conducted random effect and fixed effect models to verify whether the increase in instructional organization and coherence moderates the achievement of students, especially for those with low level of cognitive competence. Results revealed that both instructional organization and coherence were positively related to student achievement. Furthermore, these instructional practices appeared to improve achievement especially for students with lower level of cognitive learning competence. These findings suggest that instructional organization and coherence may be an effective instructional practice in enhancing underprepared students’ achievement in higher education.

대학생 자퇴의향 분석

Objectives The purpose of this study is to explore differences between first and second year of college students' dropout intention related to university characteristics, student characteristics, and students' social and economic conditions, along with Tinto's student integration factor.
 Methods The National Assessment of Student Engagement in Learning data collected by the Korean Educational Development Institute(KEDI) in 2021 were used. The number of participants were 28,353 students of four-year universities. A logistic regression analysis was conducted.
 Results First-year students attending universities non-metropolitan area had a higher intention to dropout, but second-year students attending universities small size in the metropolitan area also did. Dropout intention was lower when first-year students were in the medication field, and for second-year students when they were in the social sciences, engineering, medicine, or arts and physical sciences fields, compared to those in the humanities. For both year students, when active or collaborative learning and self-evaluation of basic learning abilities was high, the dropout intention was low. Additionally, the first-year students, extracurricular activities and high inter-action with peers lowered the dropout intention.
 Conclusions Dropout intention differs depending on the first and second year of university, and based on the re-sults, the need for financial and administrative policy support from individuals, universities, and educational au-thorities to prevent dropout and equal educational opportunities

역량(Competency)과 웰빙(Well-Being)

This study is aimed at exploring how competency-based educational experiences at high school and eudaimonic welling in adulthood affect subjective well-being. To achieve the objective of the study, we examined the data collected from the fourth to twelfth-round surveys of the 2005 cohort (from the first year of high school to the age of 28; 2008-2020) conducted by the Korean Educational Development Institute (KEDI) as part of the Korea Education Longitudinal Study. In specific, we leveraged the data from the fifth and sixth-round surveys (2nd and 3rd grade) focused on high school experiences and those from the nineth, tenth and twelfth-round surveys (when respondents are 22, 24, 28 years-old) focused on post-graduation experiences. For analysis, we carried out multiple regression analysis using the SPSS statistics program.
 Key findings can be identified as follows. First, competency-based educational experiences for self-management and social competency at high school had a positive effect on subjective well-being in adulthood. Second, the level of eudaimonic well-being with regard to self-acceptance, positive relations with others, and social contribution played a significant role in enhancing the level of subjective well-being. Third, autonomy and personal growth, two variables of eudaimonic well-being, contributed to improving the level of subjective well-being in the tenth and twelfth-round surveys, when the respondents were about to graduate from their colleges or seeking or having a job. As these variables are assumed to be related to career in adulthood, eudaimonic well-being with regard to autonomy and personal growth appears to be critical to enhance the quality of life at the time of college graduation.
 Put together, these findings suggest that the level of subjective well-being in adulthood can be enhanced when students develop their competency for self-management to go beyond education limited to cognitive achievement and make their own decisions for learning and career, thereby improving the level of autonomy and personal growth. Moreover, it is necessary to pay more attention to competency-based educational experiences for enhancing social competence. Emphasis should be put more on well-balanced and holistic educational experiences that help students build positive relations with others and contribute to future social development as a member of society.

잠재프로파일 분석을 통한 대학원생 교육만족도 분류 및 영향요인 분석

Using data from the 12th year of the Korean Longitudinal Survey of Education by the Korea Educational Development Institute, this study classified the latent profiles of graduate students' educational satisfaction in Korea and analyzed the personal characteristics, enrollment characteristics, and graduate school characteristics that influence the classified profiles. The results of the analysis showed that there are three latent profiles of graduate students' educational satisfaction in Korea, with slight differences in their forms and significant differences in their levels. The upper group with high educational satisfaction and the middle group with medium educational satisfaction showed high satisfaction with major courses and relatively low satisfaction with research mentoring, while the lower group with low educational satisfaction showed the highest satisfaction with research mentoring. The results of the influence factor test showed that research effectiveness, major department, type of enrollment, course of study, type of establishment, and type of graduate school had significant effects. This study used nationwide data to identify what types of educational satisfaction Korean graduate students exhibit, and drew implications for improving the quality of graduate education in Korea based on personal characteristics, enrollment characteristics, and graduate school characteristics that affect the prediction of graduate education satisfaction.

‘입시위주 교육’에 전제된 ‘교육’ 개념의 비판적 검토 -한국교육개발원 종합보고서 <입시위주 교육의 실상과 대책>을 중심으로-

This study, as the first phase of the “Educational Concept Analysis Project for countering ‘education for the entrance examination’”, critically examined the concept of ‘education’ presumed in the Korean Educational Development Institute(KEDI) research report that dealt with the current situation and countermeasures of education for the entrance examination. The problematic issues associated with the concepts of education can be classified into four separate categories. First, the concept of education assumed in the KEDI report was revealed to consider education as merely a means for school entrance or preparation for school entrance and have a distorted perspective on the subject of education, based on the common sense that all aspects within schools constitute education. Second, the KEDI report, by reducing education to the external contexts, specifically within the realms of psychology and sociology, concealed educational phenomena, inevitably resulting in confusing the context. Third, in this report, issues were identified where education was defined only in relation to the results that education is expected to bring out. This approach defers the construction of the conceptual system and the value of education and leads to the divergence in causality and contradictions between concepts. Fourth, while the report emphasized the importance of the “essence of education” and its “intrinsic value” as an alternative to overcome the shortcomings of education for the entrance examination, it paradoxically renders the argument empty due to the neglect of a clear understanding of the conceptual system of education. The issues outlined above originate from the confusion between entrance-centric schooling and education. While entrance assessments and educational phenomena should be distinctly demarcated within the school context, the report is deficient in establishing the requisite conceptual boundaries and theoretical underpinnings necessary for their coexistence. Addressing these limitations is a challenge that must be overcome through the supplementation of appropriate theories distinguishing education from entrance examinations.

The Mediating Role of Psychosocial Factors in Academic Performance in Higher Education: Characterization Based on the Adaptation of Teaching Due to COVID-19

(1) Background: The current study aimed to examine the mediating role of psychosocial factors in academic performance in higher education based on the adaptation of teaching due to COVID-19. (2) Methods: The methodological design is descriptive–exploratory, cross-sectional, and ex post-facto, using a structural equation model in a sample of 824 university students from Granada. For data collection, the AF-5 questionnaire was used for self-concept; EME-E for motivation, REIS for emotional intelligence, and CD-RISC for resilience, in addition to a specific questionnaire for sociodemographic and academic data. (3) Results: The findings show that (a) academic performance was positively related to personal competence and inversely related to self-confidence, with a higher regression weight in students who did not experience adaptations; that (b) there is a positive relationship between intrinsic motivation and academic performance; that (c) personal competence helped to decrease demotivation in students; and that (d) a positive self-concept acts as a protective factor against demotivation. (4) Conclusions: Therefore, the relevance of educational institutions in the holistic development of young adults is highlighted, ensuring not only academic success but also the emotional and personal well-being of students in a constantly changing world.

초기 청소년기 학교폭력 피해경험과 교우관계의 관계와 전학경험의 조절효과

Objectives This study examines the relationship between early adolescence school violence victimization, peer relationships, and the moderating effect of school transfer experience.
 Methods Using panel data from the Korean Educational Development Institute's ongoing Korean Education Longitudinal Study, which has been conducted since 2013, we conducted an analysis of school violence victim-ization experiences, peer relationships, and transfer experiences from elementary 5th grade to high school graduation. For data preprocessing and identifying transfer experiences, we utilized SPSS 27, while for examining moderation effects (multigroup analysis) using structural equation modeling, we employed Mplus 8.3.
 Results Firstly, experiences of school violence during early adolescence have a negative impact on subsequent peer relationships during the adolescent period. Secondly, transfer experiences moderate the effects of school violence victimization during early adolescence on later peer relationships in adolescence.
 Conclusions Experiencing school violence during early adolescence had a negative impact on the formation of peer relationships during subsequent schooling. However, it was found that when students transfered schools and joined a new peer group, they experienced less difficulty in forming peer relationships. Therefore, policy alter-natives that allow school violence victims to choose school transfers are needed.

Development and piloting of a primary school-based salt reduction programme: Formative work and a process evaluation in rural and urban Malawi.

Excess salt intake is a major modifiable risk factor for cardiovascular disease. Promoting salt reduction as part of routine school-health programming may be a pragmatic way to address this risk factor early in the life course but has not been tested in sub-Saharan Africa (SSA). Here we describe the formative work with stakeholders and process evaluation of pilot work to develop a school-based salt reduction programme for children aged 11-14 years, in preparation for a cluster-randomised trial in rural/urban Malawi. Collection of observational data and documentary evidence (meeting minutes/field notes) from the earliest key stakeholder engagement with Malawi Ministries of Health, Education, Local Government and Rural Development and Malawi Institute of Education, and non-governmental stakeholders; and a series of semi-structured interviews and focus groups (with head teachers (n = 2); teachers (n = 4); parents (n = 30); and learners (n = 40)). Data was analysed thematically and conceptualised through a Normalization Process Theory lens. Formative work illustrated a range of administrative, technical, and practical issues faced during development of the programme; including allocation of stakeholder roles and responsibilities, harmonisation with pre-existing strategies and competing priorities, resources required for programme development, and design of effective teaching materials. While participants were positive about the programme, the process evaluation identified features to be refined including perceived challenges to participation, recommended adaptations to the content and delivery of lessons, and concerns related to quantity/quality of learning resources provided. This study demonstrates the importance of comprehensive, sustained, and participatory stakeholder engagement in the development of a novel school health programme in SSA; and highlights the factors that were critical to successfully achieving this. We also demonstrate the value of detailed process evaluation in informing development of the programme to ensure that it was feasible and relevant to the context prior to evaluation through a cluster-randomised trial.

협동학습 선호와 창의성의 종단적 인과관계와 성별에 따른 차이 분석

A multi-group analysis across gender was conducted to confirm the longitudinal causal relationship between cooperative learning preference and creativity. In this study, the 2nd, 3rd, and 5th data of KELS 2013 provided by the Korea Educational Development Institute were used. The sample was 5,946 students. The analysis results are as follows. First, it was found that parent-child interaction and academic support in the 6th grade of elementary school had a significant effect on both cooperative learning preference and creativity. Second, the self-regression effect of cooperative learning preference and creativity and the difference in path between groups were significant. Third, cooperative learning preference had a significant effect on creativity at the same time point, and the difference in path between groups was also significant. The longitudinal analysis results of cooperative learning preference and creativity in this study can be used as information to help enhance youth creativity using learning style preferences.

청소년 진로성숙도의 종단적 변화 유형 및 사회 활동 영향 요인에 관한 연구

Objectives This study categorized the trajectories of career maturity of adolescents according to the passage of time in consideration of the developmental stages of teen, and verified the predictive factors affecting each type.
 Methods For this purpose, data from the 4th year among the 2013 panel data of the Korean Educational Longitudinal Study of the Korea Educational Development Institute were used. As an analysis method, latent class growth analysis was excuted to classify a career maturity change trajectory of a teenager and significant predictive factor was proved through multiple logistic regression analysis.
 Results First, the career maturity level of the students was classified into three groups, and according to the change trajectory, the three groups were classified into a low-level increase group (1.8%), an average group (95.1%), and a high-level decrease group (3.1%). Second, the social activities that affect the group classification by level were care for others, cooperative behavior, and volunteer activitie, and the higher the care for others, the higher the probability of belonging to the high-level decrease group. Cooperative behavior and volunteer activities were likely to belong to the low-level increase group and average group.
 Conclusions This study categorized the career maturity of adolescents into groups and examined the effects of social activity on the grouping. It shows that intervention at the school level is necessary for the variables of other-care, cooperative learning, and volunteer activities that affect the potential group classification in order to improve career maturity.

THE ROLE OF STUDENTS IN PROVIDING THE HEALTH OF THE FUTURE GENERATION

This article highlights the causes and prevention of disability in order to increase the level of knowledge of students of higher educational institutions in the healthy development of the future generation.

Citation analysis and research impact of educational institutions in sustainable development: A bibliometric approach

Citation analysis and research impact of educational institutions in sustainable development: A bibliometric approach

학생 참여형 수업, 학생 참여, 자아개념, 의사소통 역량 사이의 구조적 관계

The purpose of this study is to analyze the mediating effect of student engagement and self-concept in the structural relationship between student participatory class and communication competency. By dividing groups according to the class size (the number of students per class) that may affect the operation of student-participatory classes, the differences in variables that directly or indirectly affect communication competency development were analyzed to obtain implications for communication competency development. To this end, a multi-group structural equation model analysis was conducted using data from the 6th year of the Korea Education Development Institute's Korean Education Longitudinal Study. As a result of the analysis, it was found that the student-participatory class method had a positive effect on communication competency in all groups, and the group with a small class size had a more positive effect on communication competency development than the group with a large class size. The self-concept had a positive effect on the development of communication skills in all groups, but student engagement was significant only in groups with a large class size, and the effect was found to be small. In addition, it was found that there was a mediating effect of self-concept in the relationship between student participatory teaching methods and communication competencies. In order to cultivate communication skills, it is necessary to consider the introduction of various student participatory teaching methods, and research on various measures to form positive self-concepts of students is necessary.

대학생의 수업 외 활동 참여가 핵심역량에 미치는 영향

This study aimed to examine the effect of undergraduate students’ participation in out-of-class activities on the development of core competencies. Multiple regression analysis was performed on 1,827 undergraduate students from the 7th and 8th waves of the Korean Education Longitudinal Survey 2005 of the Korean Educational Development Institute. Samples were divided into two groups according to whether they were first-generation college students and group analysis was performed. This study found that student-faculty interactions had a significant effect on the development of core competencies of students. Second, the effect of student-faculty interactions on communicative competency and self-management competency was significant only in the first-generation college students. Based on the findings, institutional policy implications for enhancing core competencies of undergraduate students in general, first-generation college students in particular were discussed.

청소년이 지각한 부모의 정서적 지원과 애착이 학교폭력 피해 경험에 미치는 영향

Objectives The purpose of this study is to examine the effects of positive factors, which are parental emotional support, and negative factors, such as the type of alienation, during adolescence, on the adolescents' experiences of school violence. The purpose of this study is to more clearly approach the role of parents required during adolescence by analyzing the mediating effect of parental participation in school activities.
 Methods For this purpose, data from the 6th year of the Korean Educational Longitudinal Study (2013) of the Korea Educational Development Institute was used. The data for students were extracted from adolescents' experiences of victimization of school violence, emotional support from parents, and marginalized variables among parental attachment, and the degree of parental participation in school activities was extracted from the data for parents. The subjects of this study were 5,707 high school first grade students and their parents' data.
 Results First, the emotional support of parents perceived by adolescents did not have a significant effect on their experiences of school violence. The more adolescents felt alienated from their parents, the more likely they were to experience school violence. Second, both parents' emotional support and alienation perceived by adolescents were found to be variables that significantly affected parents' participation in school activities. When the emotional support of parents perceived by adolescents was high, parents' participation in school activities was high, and the higher the degree of parental alienation, the higher the parent's participation in school activities. Third, it was found that parents' participation in school activities completely mediates between the emotional support of parents and the adolescent children's experiences of school violence, and partially mediates between the alienation among parents and the adolescent children's experiences of school violence.
 Conclusions The negative relationship between adolescent children and their parents appears to have an effect on the children's negative behavior in school life, so measures to reduce adolescents' experiences of school violence require school education and a cooperative effort with parents. High participation in school activities as parents during adolescence negatively affects adolescents' experiences of school violence, so a parent's role that respects adolescent autonomy is required.

Research on the development strategy in introduction of Chinese students based on SWOT analysis by Korean international education industry

According to the statistics of the Korea Educational Development Institute (KEDI) from 2000 to 2020, Chinese students have entered a period of rapid growth and stable development. Chinese students studying in Korea peaked in 2019, falling for the second consecutive year after 2020 due to the COVID-19 pandemic and multiple factors. In fact, the growth rate of Chinese students in South Korea has been on a marked decline since 2017. The strategy and present situation of attracting Chinese students are important to the Korean international education industry, including Strength, Opportunities, Weakness and Threats. The SWOT analysis shows that the attraction of Chinese students is affected by many factors such as Chinese-Korean relations, the policy of studying in Korea, the strategy of Korean universities, and the satisfaction of students

정상체중 청소년의 체질량지수(BMI), 신체적 자아개념, 정신건강의 관계에서 성별의 조절된 매개효과

Objectives In this study, the effect of body mass index (BMI) and physical self-concept of normal-weight adolescents on mental health was investigated, and the purpose of this study was to examine whether a gender-controlled mediating effect was shown in these relationships.
 Methods For this purpose, all of the variables (gender, height, weight, physical self-concept, mental health) that adolescents and parents want to use in this study among the 6th year data (first year of high school) of the Korean Educational Longitudinal Study 2013 of the Korea Educational Development Institute. 5,763 people who responded to the question were selected, and among them, 4,208 normal-weight subjects were selected. As measurement tools, gender, height, weight, physical self-concept, and self-esteem scales were used.
 Results First, the gender of normal-weight adolescents was found to moderate the relationship between body mass index (BMI) and physical self-concept and between physical self-concept and mental health. Second, in the relationship between body mass index (BMI) and physical self-concept of normal-weight adolescents on mental health, gender had a moderated mediating effect. The indirect effect was significant only in female students.
 Conclusions This study suggests that there should be differences according to gender in suggesting ways to improve the mental health of adolescents who are sensitive to body image. In particular, it showed that female students need more attention than male students to form a physical self-concept positively.

다층선형모형을 활용한 교사효능감 영향요인 분석

Objectives The purpose of this study was to analyze the level of teachers and schools for teacher efficacy using the muti-level analysis method. Methods In this study, elementary school data from the Korea Educational Development Institute's ‘School Education Status and Level Analysis Study 2014’ were used. A two-stage multi-level analysis was conducted on 250 school questionnaires and 6,060 teacher questionnaires in the data. Results First, In teacher background factors, it was found that position, homeroom teacher status, gender, educational background, and career had a positive effect on teacher efficacy. Second, In school background factors, it was found that the ratio of the budget for basic educational activities had a positive effect on teacher efficacy. Third, In teacher process factors, it was found that the degree of reflection of school education goals, the degree of participation in internal and external learning group of education, and spending time in class for teaching, the number of open classes, and preparing time for teaching had a positive effect on teacher efficiency. Fourth, in the school process factors, positive perceptions of fellow teachers, the degree of meetings for educational activities, the degree of cooperation with fellow teachers, and the degree of professional conversation with colleagues had a positive effect on teacher efficiency. However, it was found that the principal's interest in teacher participation had a negative effect. Conclusions These research results can provide implications for what efforts schools should make to improve teacher efficacy. Various efforts in schools will contribute to the improvement of teaching and changes in schools.

교사의 수업방식과 중학생 자아개념, 진로성숙도, 창의적 사고능력의 관계 분석

This study analyzed the structural relationship between teachers' teaching methods and middle school students' self-concept, career maturity, and creative thinking ability, and verified the mediating effect of self-concept and career maturity on the relationship between teachers' teaching methods and creative thinking ability. For this purpose, data from the second year of middle school in the 4th year of 「Korean Educational Longitudinal Study 2013」 of the Korean Educational Development Institute was used. To verify the structural relationship between the variables, a total of 6,326 data were analyzed using the structural equation modeling, and the mediating effect was verified through bootstrapping. As a result of the study, the direct effect of the teacher's teaching method on self-concept and career maturity was statistically significant, but the direct effect of the teacher's teaching method on creative thinking ability was not statistically significant. On the other hand, the teacher's teaching method was found to have a statistically significant indirect effect on creative thinking ability through self-concept and career maturity. These results suggest that there is a limit to improving students' creative thinking ability only with the teacher's teaching method, and creative thinking ability can be improved through students' personal characteristics such as self-concept and career maturity. Therefore, in order to improve students' creative thinking ability, teachers' teaching methods need to be designed in consideration of students' self-concept and career maturity.

학생의 교육 성과에 대한 학급규모의 조절효과 분석

This study analyzed the moderating effect of the class size on the student's educational performance from the perspective that that class size is closely related to the quality of learning. 4,979 middle school students were analyzed using the data of the Korean Educational Longitudinal Data(KELS) provided by the Korea Educational Development Institute(KEDI), and a two-way fixed effect model was used.
 The main research results are as follows. First, there were differences in student and school characteristics depending on the class size, mainly students with excellent grades in the middle and upper classes were distributed in large class sizes. In addition, there were statistical differences in teaching methods and relationships with teachers according to class size, when the class size was small, students perceived the teaching method more individual, interactive, and relationships with teachers more positively. Second, there was the moderating effect of class size on class understanding and class concentration. The smaller the class size, the greater the impact of the individualized·interactive class methods and the relationship with the teachers on the class understanding, and the smaller the class size, the greater the impact of the individualized class method on the class concentration. Third, there was no moderating effect of the class size on the academic achievement. However, as a result of analyzing only students who have experienced small classes for three years, clear moderating effects were found.
 Through the analysis of the moderating effect of class size on educational performance, this study confirmed that the effect of learning quality on educational performance varies depending on the class size. Based on this discussed the importance of class size and education finance, and suggested policy implications and follow-up studies.