Education Longitudinal Study Research Articles

잠재성장모형을 활용한 교사와 학생 간 친밀감, 개별화 수업, 학업적 자아개념 및 진로성숙도의 종단 분석

This study utilized the longitudinal data from the Korean Education Longitudinal Study (KELS) 2013 (Ⅲ), specifically the 6th to 8th waves, to analyze the structural relationships among teacher-student intimacy, individualized instruction, academic self-concept, and career maturity. The study participants included a total of 7,324 students, with 3,623 boys (49.5%) and 3,701 girls (50.5%). The analysis method utilized was the Multivariate Latent Growth Model (MLGM). The research results showed that first, the analysis of the trajectories of the variables indicated that the fit of the linear change model was better than that of the no-change model, and there was a negative correlation between the initial values and the rates of change of the variables. Second, it was confirmed that teacher-student intimacy and individualized instruction have a significant impact on academic self-concept and career maturity. Third, academic self-concept was found to mediate the related variables. Based on these findings, implications for academic and career development were derived.

학부모 교육열의 종단적 변화 유형 탐색

This study aims to categorize the patterns of change in parents' educational enthusiasm and explore student- and parent-level predictors for each group. For this purpose, data from the 3rd to 8th waves of the Korean Education Longitudinal Study 2013 (KELS 2013) were analyzed, focusing on the parents of students who transitioned from middle school to high school. Using Growth Mixture Modeling(GMM), changes in parents' educational expectations and shadow education expenditures were examined. First, distinct subgroups of parents were identified in terms of educational enthusiasm. Changes in educational expectations were categorized into low expectation maintenance group, decreasing expectation group, and high expectation maintenance group, while changes in shadow education expenditures were classified as increasing expenditure group, medium expenditure maintenance group, and high expenditure maintenance group. Second, the predictors of educational enthusiasm included student gender, academic performance in the first year of middle school, parental education, occupational characteristics, and average monthly income. Based on these findings, this study recommends higher education policies that consider parental demands, the expansion of various public education services, and educational programs targeted at parents with low socioeconomic status.

School-level competition for US high school extracurricular resources

ABSTRACT In the United States, families know that extracurricular activities serve as a qualitative distinction in postsecondary admissions and merit-based aid awards, leading to competition in their participation and leadership positions. Despite the extensive literature supporting extracurricular activities, there is an incomplete picture of how school characteristics influence high school students’ participation and holding of leadership positions within extracurricular activities. Using the US Education Longitudinal Study of 2002, our study explores how the school characteristics of socioeconomic status, test scores, class size, school urbanicity, and school control shape twelfth-grade participation and holding leadership positions in ten school-sponsored extracurricular areas. From our results, we offer recommendations on how schools can create equitable participation levels and discuss the ever-expanding role of extracurricular activities in defining merit.

머신러닝과 HLM을 적용한 중학생의 자기조절 학습전략 중 행동조절에 대한 학생/부모와 교사/학교 수준의 영향요인 검증

Objectives This study focuses on behavioral regulation, the most effectively teachable aspect of self-regulated learning strategies, with the aim of exploratively identifying the factors that influence behavioral regulation in first-year middle school students. Specifically, using multilevel analysis, the study examines not only individual characteristics and parental factors but also teacher and school characteristics, in order to explore potential intervention points at different levels within the home and school environments. Methods Using data from the first year of the Seoul Educational Longitudinal Study of Students 2020, excluding missing values, a total of 4,615 middle school students from 98 schools were analyzed, along with 206 student/parent-level and 188 teacher/school-level explanatory variables selected through data pre-processing. Machine learning techniques, capable of handling multiple variables simultaneously in the model, were employed to identify algorithms with excellent performance in predicting self-regulated learning attitudes at the student/parent level (Level 1) and the teacher/school level (Level 2). The key variables for predicting self-regulated learning attitudes identified at each level were then verified using a two-level hierarchical linear modeling (HLM). Results First, based on the top three algorithms at each level, 10 key variables were derived at the student/parent level and 5 key variables at the teacher/school level. Second, the application of the two-level HLM revealed that learning methods and efforts, growth mindset, goal orientation, human rights, support from academic and career programs, and cognitive empathy at the student/parent level, and the proportion of multicultural students at the teacher/school level, significantly influenced self-regulated learning strategies. Conclusions Based on these results, specific strategies to enhance self-regulated learning attitudes among middle school students were discussed.

초등학생의 내재적 조절동기에 영향을 미치는 학생 및 학교 특성 변인 간의 구조적 관계 분석

Objectives This study aimed to examine multilevel structural relationships between student and school characteristic variables affecting intrinsic regulatory motivation in sixth-grade elementary school students. At the student level, teacher-student relationships and peer relationships were set as influencing factors, while at the school level, teacher enthusiasm and teacher pressure for achievement were set as influencing factors, with academic self-concept as a mediator. Methods The second-year data from the Korea Education Longitudinal Study 2013 (6th grade of elementary school) was analyzed using multi-level path analysis, which takes into account the hierarchical attributes of students and schools. To verify the goodness-of-fit of the research model, the partially-saturated model method was applied, and the mediating effects of academic self-concept were tested using a Monte Carlo 95% confidence interval. Results At the student level, students' academic self-concept increased with better teacher-student and peer relationships, and higher academic self-concept led to higher levels of intrinsic regulatory motivation. At the school level, higher teacher enthusiasm was associated with higher overall academic self-concept among students, and higher academic self-concept positively influenced intrinsic regulatory motivation. The results of the mediation analysis showed that at the student level, academic self-concept partially mediated the relationships between teacher-student relationships and peer relationships and classroom attitudes, while at the school level, academic self-concept played a fully mediating role in the influence of teacher enthusiasm on intrinsic regulatory motivation. Conclusions Based on the analysis results of this study, specific strategies for enhancing intrinsic regulatory motivation in elementary school students were discussed in detail.

An Analysis of the Longitudinal Effects of Academic Stress, Insecure Attachment, and Sense of Community on Adolescent Suicidal Ideation.

This study aimed to examine the independent influences of academic stress, insecure attachment, and sense of community on suicidal ideation among adolescents. In particular, the independent influence of the sense of community on adolescent suicide was verified by controlling for other variables. For this purpose, youth data (7324 persons) from the panel data of the 4th to 6th Korean Education Longitudinal Studies of the Korea Educational Development Institute were used. Statistical analyses were performed using a generalized estimation equation (GEE). The analysis revealed that gender, academic stress, insecure attachment, and sense of community significantly influenced suicidal ideation. Female students had higher suicidal ideation than male students, and the higher the academic stress and degree of insecure attachment, the higher the suicidal ideation. In particular, the independent influence of a sense of community on suicidal ideation was significant; the higher the sense of community, the lower the suicide ideation score. The implication of this study is to comprehensively consider the factors related to adolescent suicidal ideation in various systems based on Bronfenbrenner's ecological theory. This research suggests that helping schools and communities to increase their sense of community, which is a macrosystem factor, is important in preventing adolescent suicide.

교사의 교직선택동기와 직무역량 및 삶 만족도 간의 관계

Purpose: The aim of the study was to examine the relationships among teachers’ motives for career choice and satisfaction with life being a teacher, mediated by job competence. Special attention is given to the moderated mediation effect by job burnout. Methods: To address the research questions we utilized data from the first wave of the Seoul Educational Longitudinal Study, including 2418 teachers in elementary/secondary education. A structural equation model was conducted and for the main analysis a Process Macro (59) was applied to examine the moderated mediation effect in the main model. Results: Results indicate that a partial mediation effect of competence on the relationship between motivations and satisfaction. Also, the positive relationship of internal motivation and competence was moderated by job burnout. In sum, only internal motivation impacts teachers’ satisfaction with life and the competence’s mediation effect is moderated by job burnout (-). Conclusion: The implications of thefindings are that teachers motivated by internal factors show higher satisfaction with life being a teacher and that job competence plays a positive role in the psychological process. However, job burnout limits the chance by reducing the internal motivation’s positive effect on competence. Policy implications are drawn based on the results of the study.

The gender gap in political efficacy: the accelerating effect of classroom discussions

Abstract The gender gap in political self-efficacy originates early in life and is among the most persistent inequalities in political attitudes across Western democracies. The difficulties in accessing data for early adolescents have resulted in limited research available to provide an understanding on how gender differences in political self-efficacy are developed. In this article we provide unique evidence on the development of the efficacy gap during secondary school. The Citizenship Educational Longitudinal study data from England on young people between the ages 11–16 shows that boys increase their levels of political self-efficacy significantly during this period while girls do not. Secondly, we show that teaching methods that are expected to enable the development of internal political efficacy, such as classroom discussions, are accelerating the gender gap in perceived abilities to get engaged in politics. Our findings show that, despite having the same access to classroom discussions in schools, this experience has a positive effect in the development of political efficacy for boys but, if anything, a negative effect for girls. Furthermore, even a small number of boys in the classroom discussions appears detrimental to girls’ political efficacy.

초등학교 학생역량의 잠재계층 전이 유형 분류와 영향 요인 탐색

Objectives The study, in order to understand how elementary school student competencies appear and strengthen competency-based education, we confirmed the classification of latent classes in the 4th and 5th grades of elementary school, identified the patterns of student competency transition, and examined the impact of individual, family, and school-related factors on each latent class. Methods For this purpose, Latent Profile Analysis and Latent Transition Analysis were conducted, utilizing data from the first year (2021) and the second year (2022) of panel data for 4th graders (total sample size of 3,671) from the Gyeongnam Education Longitudinal Study Information collected by the Gyeongsangnam-do Office of Education. Results In the 4th grade of elementary school, the latent class of student competency was classified into three groups: ‘low competency,’ ‘medium competency,’ and ‘high competency.’ In the 5th grade of elementary school, the latent class of student competency was classified into two groups: ‘low competency’ and ‘high competency.’ It was confirmed that some of the low competency group and the medium competency group in the 4th grade of elementary school were integrated into the low-competency group in the 5th grade, and that some of the medium competency group and the high-competency group in the 4th grade of elementary school were integrated into the high competency group in the 5th grade. Conclusions Factors significantly influencing the transition from the 4th-grade student competency latent class to that of the 5th grade were found to be self-directed learning, communication with parents, parental academic support, attitude towards assessment, and satisfaction with remote learning. Based on the key research results influencing student competency, educational policy implications for enhancing student competency were derived and discussed.

수업 관련 요인은 청소년의 자기결정성동기를 어떻게 변화시키는가?

Objectives This study attempted to analyze the change in the latent profile of self-determination motivation as it grew from middle school to high school and to examine the predictive effects of teaching methods, teacher characteristics, and academic stress. Methods For this purpose, Utilizing data from the 2013 Korean Education Longitudinal Study, a longitudinal panel of 7,324 students tracked from 3rd grade middle school in 2017 to 2nd grade high school in 2019 was analyzed. Descriptive statistics and correlation analyses were conducted, followed by latent transition analysis to identify changes in latent groups over time. To assess the impact of class-related variables, multiple logistic regression analysis was employed. Results First, the latent profiles of self-determination motivation in the third grade of middle school were classified into five latent groups: amotivation, heteronomous, low, moderate, and autonomous motivation type. Second, the highest transition pattern is the pattern maintained from the moderate type to the moderate type. Third, interaction classes, teacher relationships, and individualized classes showed positive predictive effects, and teacher achievement pressure showed negative predictive effects. Academic stress showed positive predictive effects in the case of ‘high motivation types’. Conclusions The results of the study provided practical implications for the transfer pattern of adolescents' self-determination motivation and instruction and interaction to improve it.

청소년기 그릿의 잠재집단 분류와 학습자 특성의 예측

The purpose of this study was to examine the number of latent groups and the outcomes of latent group-specific predictor variables and outcome variables according to the development of grit during adolescence (from 8th grade to 12th grade), and to derive implications for the school curriculum. The study analyzed data from 1,624 participants (51.7% male, 48.3% female) over a period of four years from the second (2018) to the third (2021) wave of the Daegu Education Longitudinal Study. The results of the study are as follows: Firstly, grit showed a quadratic developmental trajectory, and latent groups were classified into two based on changes in grit: “high-level maintenance-increasing type” and “low-level maintenance-decreasing type”. Secondly, in terms of the predictability of learner characteristics by latent group based on changes in grit, self-esteem, career maturity, morality, creativity, and sociability were all more likely to belong to the “high-level maintenance-increasing type” group than the “low-level maintenance-decreasing type” group. Based on the research findings, implications for educational curriculum to enhance grit during adolescence were discussed.

초등교사의 기대에 영향을 미치는 학생 특성 탐색

Objectives The purpose of this study is to examine student characteristics that affect elementary teachers' ex-pectations in terms of students' academic performance, peer relationship, and attitude. Methods For this purpose, the panel data of the Korea Education Longitudinal Study (KELS) 2013 from elementary school students were used. For this data, the predicted mean matching method was applied to handle missing values, multicollinearity was checked, and multiple regression analyses were conducted. Results It was found that variables affecting teachers' expectations were students' previous academic perform-ance, class attitude, gender, parental support, monthly income, physical self-concept, and single-parent family status. The effect size and direction of the variables varied by the sub-component of teacher expectations. Conclusions Based on these findings, this study proposed a teacher training program to prevent teachers' biases against students and called for the establishment of longitudinal data to conduct research on teachers' evaluations and expectations of students.

Parental Coping Strategies as Predictors and Outcomes of Bullying: Longitudinal Relationships Between Child Victimization, Parent-Child Communication, and Parent-Teacher Consultation.

Parental actions, such as parent-child communication and parent-teacher consultation about a child's social adjustment, have been addressed as predictors, but not as outcomes of victimization. This study, based on the Bronfenbrenner's social-ecological model, considered them as outcomes as well as predictors of child victimization and examined their longitudinal bi-directional relationship with child victimization. Data were drawn from the Seoul Education Longitudinal Study, where a total of 4005 Korean youth (female = 43.6%, age mean = 12.43, SD = 1.48 in the first wave), and their parents (female = 87%) were surveyed for six waves (when the youth were 7th to 12th grade). Autoregressive cross-lagged analyses revealed that child victimization positively predicted parent-teacher consultation and negatively predicted parent-child communication, and of these strategies, only parent-child communication was a statistically significant negative predictor of subsequent victimization. The results of this study suggest that parents tend to talk with teachers instead of their own children when bullying occurs, but it is ineffective in preventing further victimization. Communicating with one's children, which is a less common reaction, appears to be a better preventative measure.

잠재성장모형(LGM)을 이용한 중학생의 자아개념이 창의성과 학습동기에 미치는 영향 종단분석

Objectives This study sought to find ways to improve policies through a longitudinal analysis of the impact of middle school students' self-concept on creativity and learning motivation using the latent growth model (LGM). Methods For this purpose, data on middle school students from the 2nd to 4th years (2019-2021, Panel 2) of the Jeonnam Education Longitudinal Study (JELS) were used for analysis, and self-concept was selected as an independent variable and creativity and learning motivation were selected as dependent variables in the potential growth model. This panel data (JELS) is a 10-year follow-up survey targeting 2,199 students (Panel 1) in 4th grade elementary school from 2018 and 2,549 students in 1st middle school (Panel 2) from 2019. Among the data (Panel 2) for a total of 75 schools, including 58 general middle school schools and 13 innovative schools, starting in 2019, 1,625 students, excluding missing values, were analyzed as final data. Results The main research results are as follows. First, the average self-concept, creativity, and learning motivation of middle school students was around 3 points for self-concept and creativity, and around 2 points for learning motivation, with learning motivation being the lowest. Second, there was a positive correlation between each variable. Third, middle school students' self-concept, creativity, and learning motivation showed a gradual decrease in change over time, and there were individual differences in the initial values of each variable. Fourth, self-concept and creativity showed group differences in initial values depending on gender, but the differences disappeared over time. It is predicted that there will be individual and group differences in learning motivation both at the initial value and over time. Fifth, the initial value and rate of change of self-concept only had a direct effect on the initial value and rate of change of creativity, and the initial value and rate of change of creativity only had a direct effect on the rate of change of learning motivation. Sixth, the initial value and rate of change of creativity had a positive mediating effect on the initial value and rate of change of self-concept and the initial value and rate of change of learning motivation. Learning motivation, which is essential for academic achievement, is highly correlated with and greatly influenced by self-concept and creativity, and the pattern of change shows a trajectory of gradual decline over time. Conclusions Therefore, it is believed that creativity and learning motivation will improve if self-concept is established and improved.

The Outcomes of the American Renaissance Student

ABSTRACT As standardized tests continue to wane in the influence of college admissions, higher education institutions use other sociocultural and academic signals to determine the “right” fit for their institution. Extracurricular activities (EAs) that students and parents cultivate throughout high school help provide these signals. Though researchers typically consider the intensity (total hours) and breadth (number of EAs) in their analyzes, few consider EAs as a portfolio. Qualitative studies highlight how parents develop a cultural omnivore steeped in the traditions of the Athenian ideal of arts, athletics, and academics, known as the Renaissance student. Using data from the Education Longitudinal Study of 2002, this quantitative study examines how students are concurrently involved in art, athletic, and academic EAs during the 12th grade in high school. Compared to other college-going students, Renaissance students are more likely to attend highly selective institutions, participate in institutionally sponsored college athletics, and graduate with a bachelor’s degree.

중･고등학교 시기 사교육 및 자기주도학습 시간의 종단적인 변화에 따른 집단 분류 및 대학교 시기의 핵심역량에 대한 영향 분석

This study explored the impact of private learning and self-regulated learning time during middle and high school years on core competencies during the first university year, utilizing data from the 5th to 9th waves of the Korean Educational Longitudinal Study. A sample of 2,946 students entered universities in the 9th wave was analyzed. Employing a multivariate growth mixture model, students were classified into four types based on their longitudinal patterns of private learning and self-regulated learning time. Analysis of factors influencing the classification of each type revealed that students’ individual factors and family factors collectively influenced private learning and self-regulated learning time. Additionally, differences in core competencies during the first university year across each type indicated that students with higher self-regulated learning time during middle and high school exhibited higher levels of core competencies during university. This study is significant in that it analyzes students’ longitudinal patterns of learning time by considering both private and self-regulated learning time, and it highlights the importance of structuring learning time during middle and high school to cultivate high levels of core competencies.

The Association Between Adolescents’ Perceived Negative Treatment by Teachers and Peers on School Victimization

Drawing data from the National Education Longitudinal Study, we examine whether adolescents’ perceived teacher and peer negative treatment (being put down by teachers in the classroom and being perceived as a troublemaker by peers) increase the risk of school-based crime (property and personal victimization). We also investigate whether negative teacher and peer treatment conditions the effects of race (African American) and ethnicity (Latino) on property and personal victimization. We found teacher negative treatment was significantly related to property and personal victimization even after controlling for other relevant factors. Moreover, teacher negative treatment affected property victimization among African American students while peer negative treatment had an impact on personal victimization among White students. The implications of our findings are discussed.

Intergenerational transmission and the reinforcement of the political engagement gap: Identifying how university‐educated parents enable their children to become more politically interested during early adolescence

AbstractResearch consistently shows that parents' educational attainment is associated with their children's level of political interest. The life stage when this relationship is established and grows has been identified to be between the ages of 10 and 16. This paper identifies the social class‐based practices that drive the influence of parental education on the development of political interest among early adolescents and explains why the social gap grows at this point. The paper draws on two panel surveys, the Citizenship Education Longitudinal Study and the Understanding Society Youth Survey, and applies latent growth curve modelling and path analysis. The findings show that university‐educated parents influence the change in political interest of their children in early adolescence by raising their educational aspirations, enabling their access to political activities in school, choosing the school for their children, taking their children to museums and art galleries and influencing their children's friendship groups.

중등학생의 인지조절전략과 학업 효능감의 관계

Objectives This study empirically examined how cognitive self-regulated learning strategies influence students' academic self-efficacy, considering variations in family backgrounds.
 Methods To achieve this, data from the 1st, 3rd, 5th, and 7th waves of the Korean Educational Longitudinal Study (KELS) 2013 cohort were used, selecting data based on the inclusion of cognitive self-regulated learning strategies in surveys (2nd, 3rd, 5th, 7th waves), post-middle school time points (3rd, 5th, 7th waves), and parental demographic background surveys (1st wave).
 Results Analyzing three time points of longitudinal data, vulnerable students showed lower academic self-efficacy and cognitive self-regulated learning strategies compared to non-vulnerable students. Using a two-way fixed effects model, an increase in cognitive self-regulated learning strategies had a static effect on changes in academic self-efficacy, with a greater impact observed among vulnerable students.
 Conclusions This study suggests evidence that socioeconomic-based disparities in students' academic self-efficacy can be mitigated. The need for additional cognitive self-regulated learning strategy education for vulnerable students is emphasized.

Self-directed Learning Ability and Shadow Education Expenditures: A Comparison of Impact on Student Achievement in Korea During COVID-19

This study examines the impact of students’ self-directed learning (SDL) ability and parental expenditures for shadow education, and other factors, on academic achievement in South Korea during the pandemic. Busan Education Longitudinal Study panel data for 2019 (pre-COVID) and 2020–2021 (COVID) were utilized. National exam scores of middle and high school students in Korean, English, and math subject areas were analyzed using multiple regression, random effects, and two-way random effects models. The analysis revealed that, during the pandemic, parents’ high expenditures to provide shadow education to complement their children’s public education did not significantly influence academic achievement. In contrast, SDL ability was found to have a significant impact on achievement in all three subject areas during the pandemic. The findings underscore the importance of programs, policies, and teaching strategies that develop students’ SDL skills to enable them to learn on their own when a crisis restricts traditional teacher-guided classroom instruction.