Education Longitudinal Study Research Articles

서울 초등학생의 역량 유형 분류 및 영향요인 분석

This study examined the latent structure of cognitive and social-emotional competencies of elementary school students and explored the effects of student-level and school-level factors by latent structure. For this purpose, 113 schools and 3,710 elementary school students’ data from the first-year elementary school panel (ES&B) of the Seoul Educational Longitudinal Study of Students (SELSS) 2020 were used and descriptive statistics and multilevel latent profile model analysis were conducted. The main analysis results are as follows. First, as a result of the analysis, four latent classes (all competencies below the average/emotional competency below the average/cognitive and social competencies below the average/all competencies above the average) were classified according to the cognitive and social-emotional competencies of elementary school students. It was confirmed that the “all competencies above the average” class showed a higher rate than other classes, but on the other hand, the proportion of the “all competencies below the average” class was not low. Second, school variables that influence the latent profiles included student atmosphere and the ratio of professional counselors, and it was confirmed that both variables could have a positive effect. Third, the student-level factors such as: gender (female students), friendship, class attitude, and socioeconomic status (SES) had a significant effect on the probability of belonging to the positive class. Based on the above results, possible directions of policy support were suggested.

개인적 교사효능감과 집단적 교사효능감의 예측 및 결과 변인

Purpose: The primary goal of this study was to investigate antecedents and consequences of teacherefficacy. Specifically, we examined the relations of individual teacher efficacy and collective teacherefficacy with job performance, job satisfaction, and student engagement. In addition, principal supportfor teaching and learning was evaluated as a predictor of teacher efficacy, and its indirect effectson the outcomes via teacher efficacy were tested.
 Methods: We used the second wave of the Korean Educational Longitudinal Study 2013 data. Atotal of 1,983 elementary school teachers' survey responses were analyzed using structural equationmodeling.
 Results: Results showed that both individual teacher efficacy and collective teacher efficacy predictedjob performance, job satisfaction, and student engagement, but their predictive patterns were different. Furthermore, principal support for teaching and learning significantly predicted teacher efficacy andalso job performance, job satisfaction, and student engagement indirectly via teacher efficacy.
 Conclusion: Findings indicate the distinct roles of individual teacher efficacy and collective teacherefficacy and the importance of principal support for promoting teacher efficacy.

특성화고 학생의 심리적 특성이 학습전략, 자기주도학습 및 학업성취도에 미치는 영향 분석

This study aimed to analyze the effects of the psychological characteristics (a sense of community, self-esteem, academic efficacy, creativity, and consideration) of students at vocational high schools on learning strategies, self-directed learning, and academic achievement, and seek ways to improve policies. For this purpose, the Busan Education Longitudinal Study (BELS) data (2019) was used for analysis, and the main findings are as follows. First, there was a correlation between each variable in this study, and learning strategy had a close relationship with academic achievement, but self-directed learning was not significant. Second, in terms of causal effects, it was found that the students' psychological characteristics for learning strategies had a significant effect in the order of consideration, academic efficacy, and creativity, but self-esteem and community spirit did not have a significant effect. In the psychological characteristics of students for self-directed learning, consideration, creativity, community spirit, and self-esteem had a significant effect in the order, but academic efficacy was not significant. The indirect effect of students' psychological characteristics on academic achievement had a significant effect in the order of consideration, academic efficacy, and creativity. Self-esteem and community spirit were not significant. Learning strategy had a significant effect on self-directed learning and academic achievement, but self-directed learning had no significant effect at all. Based on these results, discussions and policy measures were proposed.

고등학생의 교육성과에 관한 잠재계층 유형 및 영향요인

Objectives In this study, the educational performance variables of high school students were selected and the potential class was classified and the factors influencing them were analyzed.
 Methods For this purpose, the 4th data of the Daegu Education Longitudinal Study (DELS) were used as the data for the study, and 970 male students and 891 female students were targeted at a total of 1,861 people. Multinomial logistic regression analysis was conducted to search for influencing factors according to the classification of the latent class.
 Results The potential class was classified into ‘educational performance lower type’ (23.5%), ‘academic performance lower type’ (29.6%), ‘education performance middle type’ (25.9%), and ‘education performance higher type’ (21.1%).
 Conclusions Factors influencing the potential class were found to have an effect on morality, self-esteem, academic self-efficacy, parents' educational support, child relations, friendship, teacher feedback, and school career experience. It is believed that it will provide many implications for studying what educational methods are suitable for students' characteristics by exploring factors that have a significant impact on their overall growth.

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.

Breaking down the STEM pathway: Utilizing neighborhood resources to improve Mexican‐origin adolescents' life chances

AbstractThis paper aims to identify neighborhood institutional resources (e.g., nonprofit organizations, libraries, and labor market conditions) that promote Mexican‐origin high school students' progress in the science, technology, engineering, and mathematics (STEM) pathway into postsecondary education. A nationally representative, longitudinal sample of 1340 Mexican‐origin students from the Educational Longitudinal Study of 2002 was used to investigate students' postsecondary education STEM outcomes. Neighborhood institutional resources, assessed during the high school years, were appended from multiple administrative data sources at the zip code level. Multilevel models utilizing the Heckman correction model, to correct for selection bias in postsecondary education pursuits, revealed that neighborhood resources during high school, specifically more minority‐ and immigrant‐serving organizations and a more STEM‐focused local labor market, support Mexican‐origin students' postsecondary STEM degree attainment, after controlling for risks and resources in the family and school contexts. We conclude by calling attention to how neighborhood institutional resources may facilitate Mexican‐origin students' STEM achievement and fulfill the labor market demands within high‐growth sectors of the economy.

Disparities in the Likelihood of Earning a College Degree Among Students with Noncommittal, Low, and High Educational Self-Expectations

Although studies have investigated educational attainment of groups of students professing low and high educational self-expectations, groups of noncommittal students, rather than being studied as a discrete group, have been treated as missing and ignored. This study investigated the differences between students of noncommittal, low, and high educational self-expectations by comparing their educational attainment 10 years later. The analytical sample was divided into White, African American, and Hispanic student groups, with a total of 13,635 10th graders derived from the Educational Longitudinal Study of 2002. Results indicated that students with high educational self-expectations tended to have higher odds of earning advanced degrees than students with low educational self-expectations or noncommittal students. Furthermore, noncommittal students had odds of earning advanced degrees equivalent to that of students with low educational self-expectations, regardless of race or ethnicity. This study also found that the educational expectations of parents, and math and English teachers were positively related to students’ odds of earning advanced degrees. We suggested parents and teachers could recognize that the don’t-know response is a warning sign for low future educational attainment and take proactive measures to encourage students.

Investigating the Relationship Between Career and Technical Education High School Course‐Taking and Early Job Outcomes

This study examined how high school course‐taking patterns (i.e., career and technical education [CTE] vs. academic vs. no concentration), personal characteristics embedded in a social cognitive theory framework (e.g., self‐efficacy, academic expectations), and contextual variables (e.g., parental expectations, socioeconomic status [SES]) interact with each other in the prediction of students' income and job satisfaction 8 years after graduating from high school. Using a nationally representative data set (the Educational Longitudinal Study of 2002), we found significant differences by sex and course‐taking pattern in the prediction of income: Among men, CTE concentrators had the highest income, whereas among women, academic concentrators reported the greatest earnings. We observed similar levels of job satisfaction among academic and CTE concentrators. We also found that SES significantly moderated the effect of English self‐efficacy and academic expectations in the prediction of income and general effort in the prediction of job satisfaction. Our findings highlight how a social cognitive framework can be used to investigate the links between high school course‐taking, personal and contextual factors, and job outcomes. They additionally suggest the need to consider a broader set of outcomes for evaluating the benefits of CTE participation.

Income-Based Gaps in College-Going Activities: High School Classes of 1992 and 2004

There has been widespread concern about widening disparities in parental investments that may be associated with widening gaps in educational attainment. Using data from the National Education Longitudinal Study of 1988 and the Education Longitudinal Study of 2002, this study examines parents’ investments and engagement in the college-going process for two cohorts of high school students, focusing on adolescents from low- and high-income families. Between the high school classes of 1992 and 2004, income gaps widened in financial preparation for postsecondary education expenses and student college-admissions test-preparation. In contrast, the income gap in parents-child conversations about the college-going process narrowed, due to a larger increase among low-income parents. I examined potential explanations for growing gaps and found evidence supporting both rising income inequality and changing associations between income and college-going activities. Implications for educational attainment gaps are discussed.

School Fairness and Repeated Bullying Victimization Among High School Students

Recent research has shown a link between fairness in terms of school rules and discipline and negative student outcomes, including delinquency, violent behavior, and victimization. The current study examines how fairness at school impacts bullying victimization—operationalized as repeated physical, psychological, or verbal victimization—among high school sophomores. We tested this hypothesis using one wave of the Educational Longitudinal Study (2002). The findings of negative binomial regression analyses indicate bullying victimization is more prevalent among students who believe that their schools are unfair. A number of student characteristics were also significantly related to experiencing bullying. Implications for policy and practice are outlined.

중학생의 학교폭력 피해경험과 가해경험 간 관계

Objectives This study selects the school violence victim experience, the perpetrator experience, and the perception of the school climate as major factors, and examines the longitudinal path from the middle school student's school violence victim experience to the perpetrator experience. Most of the studies so far have focused on cross-sectional studies, an aspect of simple change in the relationship between the victim experience and the perpetrator experience and the focus on personal factors. However, not only personal factors but also environmental factors are considered to be important factors in the experience of school violence victimization and the perpetrator experience. Therefore, in this study, the purpose of study was to examine the effect of school factors, in which students spend a relatively large amount of time, on school violence. To this end, we intend to verify the mediating effect of the school violence victimization experience leading to the school violence perpetrator experience through the perception of school climate through longitudinal study data. Methods For this purpose, data from 2013(middle school 1) to 2015(middle school 3) among panel 1 data of the Seoul Education Longitudinal Study 2010 were used. The total number of subjects was 2,411, and the data were analyzed using the autoregressive cross-delay model. Results The victimization experiences and perpetrating experiences of school violence at the previous point affects the victimization experiences and perpetrating experiences of school violence at the next point in time, respectively, and that the previous perception of school climate also affects the perception of next time. In addition, the victimization experience of school violence at the previous point (middle 1) affects the perception of the school climate at the next point (middle 2), and the perception of the school climate at the previous point (middle 2) affects the perpetrating experience of school violence at the next point (middle 3). In other words, the study confirmed that the perception of the school climate had a longitudinal mediating effect in the relationship between the victimization experience and the perpetrating experience. Conclusions These imply that the victimization experience of school violence at the previous point can lead to the perpetrating experience of school violence next time. Also, if a student perceives the school climate negatively in this path, the perpetrating experience of school violence in the future may increase.

잠재전이분석과 랜덤 포레스트를 활용한 전환기 청소년의 자기결정성 동기 발달 유형과 영향 요인 탐색

The purpose of this study is to examine the changes in the self-determination motivation profile of elementary-middle school transition period and middle-high school transition period, and to identify the variables that influenced the positive transition. To this end, in this study, latent transition analysis and random forest analysis were performed on a total of 6,045 students using data from 「Korean Education Longitudinal Study 2013」. The main research results are as follows. First, the selfdetermination motivation profile showed somewhat different aspects according to the transition period. That is, 4 and 5 profiles, respectively, appeared in the elementarymiddle school transition period, and 4 profiles of the same shape appeared in the middle-high transition period. Second, the variables that affect the transition of the self-determination profile to a positive direction in academics also differed according to the transition period. In the transition period between elementary and middle school, behavioral control strategies and relationships with teachers had a major impact, while in the transition period between middle and high school, teacher characteristics and learning goal orientation had a major impact. This study looked at how the students

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.

토의·토론 활동과 창의성 간의 종단적 관계 분석

This study analyzed the longitudinal relationship between discussion/debate activities and creativity using data from the 2nd and 5th years of the Busan Education Longitudinal Study (BELS) 2016. Descriptive statistics and correlation analysis for each variable and autoregressive cross delay models were analyzed using longitudinal data for 4 years from 5th grade to 2nd grade of middle school of 2,359 students in Busan. As a result, first, there was a positive correlation between discussion/debate activities and creativity. Second, discussion/debate activities and creativity were stable over time. Third, the discussion/debate activity for the previous time point had a significant positive effect on the creativity for the next time, and it was found that the creativity for the previous time point also had a significant positive effect on the discussion/debate activity for the next time point. Thus, when the longitudinal relationship between discussion/debate activity and creativity was analyzed, it was found that there was a positive influence relationship in both directions. Based on this, the following were suggested. First, it is necessary to continuously present various types of discussion/debate activities to students in the educational field. Also, it is necessary to develop and disseminate various teaching and learning strategies for developing students' abilities. Second, it is necessary to maximize the effect by strengthening the virtuous cycle structure based on the continuous positive influence between discussion/debate activities and creativity. In addition, in the development and dissemination of various teaching and learning strategies, it should be possible to continuously strengthen their virtuous cycle structure and increase its effectiveness.

An Analysis of Factors Influencing Parents' Participation in Schooling: Focusing on Parent Group Activities and Activities for Understanding School Lives

본 연구는 한국교육종단조사 5차년도 데이터를 활용한 학부모의 학교교육 참여 영향 요인 분석을 통한 학부모 학교교육 참여 정책 개선을 위한 시사점 도출에 목적이 있다. 이를 위해 학부모의 학교교육 참여 영향 요인을 학생 및 학부모 개인 수준과 학교 수준으로 구분하여 다층 로지스틱 회귀분석을 실시하였고 분석결과는 다음과 같다. ① 학부모의 자녀 교육에 대한 관심과 실질적인 지원은 높은 자녀의 학교교육 참여 수준으로 이어지며, 가정 내·외에 존재하는 사회자본 역시 높은 수준의 학교교육 참여를 이끌어내고 있었다. ② 사교육비의 증가는 수업참관을 제외한 학부모 단체활동 부문에 긍정적인 영향을 미치고 있지만, 학교파악과 관련된 학교교육 참여에는 유의하지 않았다. ③ 자녀의 학업성취도가 높을수록 학부모 학교교육 참여의 단체활동 부분에 긍정적인 영향을 끼치지만, 학교파악과 관련된 학교교육 참여에는 유의하지 않거나 부정적 영향을 주는 것으로 나타났다. ④ 학교 요인은 학부모의 학교 파악 관련 대부분의 변수에 유의미한 영향력을 보이지 않지만, 학부모의 단체활동과 관련된 변인의 경우 읍면지역에서 단체가입 및 수업참관의 수준이 높았고, 혁신학교에서 단체가입 및 자원봉사의 수준이 높게 나타났다. 이러한 결과를 바탕으로 본 연구는 가정배경을 고려한 맞춤형 학부모 학교교육 정책 입안과 집행 필요, 혁신학교 정책 목표 달성을 위한 학부모의 학교교육 참여 활성화 정책 개선 필요, 중소도시와 대도시 학부모의 학교교육 참여 제고 정책 및 단위 학교 수준의 노력 제고 필요 등의 정책적 시사점을 도출하였다.The purposes of this study are to analyze the factors influencing parents' participation in schooling using the data from the 5th year of the Korean Education Longitudinal Study and to derive implications to stimulate parents' participation in schooling. To this end, this study conducted a multi-level logistic regression analysis. As a result of the analysis, ① Parents' support for children's education led to a high level of participation in schooling, and social capital also led to increasing parents’ participation in schooling. ② Private tutoring costs was significantly associated with parent group activities but activities to understand their children's schooling. ③ Higher academic achievement of children led more participation in parent group activities but in activities to understand children's schooling. And ④ School factors did not show a significant influence on most variables of parents' participation in schooling, but schools in rural areas showed more parents who joined parental association and observe their children's class. Innovation schools were related to more joining parental association and parents' volunteer for the schools. Based on the above analysis results, this study derived policy implications to increase rates of parental participation in schooling.

Stereotype Promise: Racialized Teacher Appraisals of Asian American Academic Achievement

Asian American students are frequently stereotyped to be hardworking and academically talented. To what extent are teacher appraisals of Asian students influenced by such racial stereotypes? This article investigates this question through a quantitative analysis of high school students from the Educational Longitudinal Study. I find that even when controlling for a wide range of student and family characteristics, including standardized test scores, and comparing students within the same school, high school teachers express more favorable appraisals of Asian students relative to academically comparable White students along three dimensions. First, teachers report more positive assessments of Asian students’ attentiveness and performance in their classrooms. Second, they hold higher expectations for Asian students’ future educational attainment, typically expecting a college degree or more. Third, they are more likely to recommend Asian students for Advanced Placement and honors courses, signaling one concrete action by which teachers may act as gatekeepers to further reify Asian students’ academic success. Importantly, I find that math teachers remain more likely to engage in such behaviors net of their own subjective evaluations of student attitudes and behaviors, lending suggestive evidence to the claim that Asian youth benefit from racialized teacher expectations. The results more broadly suggest that differential teacher appraisals are a source of educational inequality across racial groups in the United States.

대학생의 인지욕구에 따른 학습참여 차이 및 자기주도 학습과정을 매개로 한 인지적 역량에 대한 인지욕구의 영향

Objectives The purpose of this study was first to explore whether high/low need for cognition groups differ in the level of learning engagement, and second to examine the effect of the need for cognition on cognitive competency development through the self-directed learning process. Methods Using the data of 1,110 students in four-year colleges from the 9th-year (2014) Korean Education Longitudinal Study 2005, independent sample t-tests and three-step linear regression analysis suggested by Baron and Kenny (1986) were conducted. Results First, t-tests found that students with a high need for cognition showed higher mean scores for the self-directed learning process, classroom engagement, reading books, taking classes, and studying than those with low need for cognition. Second, after controlling for a variety of control variables, the higher need for cognition predicted a higher self-directed learning process and higher cognitive competency development. In addition, the self-directed learning process was found to have a partial mediation effect on the relationship between the need for cognition and cognitive competency. Conclusions This study found the significant role that the need for cognition, which has received limited attention in higher education research, plays in learning engagement and in cognitive competency development through self-directed learning process. The results added empirical evidence to the individual-level predictors that are important for college student learning and cognitive competency development among college students.

Bans and Signals: Racial and Ethnic Differences in Applications to Elite Public Colleges in States With and Without Affirmative Action

In this research article, Pamela R. Bennett and Amy Lutz offer new hypotheses about how state bans on affirmative action affect application decisions based on students’ beneficiary positions vis-à-vis affirmative action and evaluate them for black, white, Latino, and Asian American students separately. They posit that bans discourage applications to selective colleges from prospective students who benefit from affirmative action (black and Latino) and encourage applications from prospective students who do not benefit from the policy (white and Asian American). Members of nonbeneficiary groups that have strong academic credentials are more responsive to bans because they are best positioned for admission under restrictions on race-conscious admissions policies. Citing results from the Education Longitudinal Study of 2002–2006, the authors show how state restrictions on race-conscious admissions have contributed to racial inequality in higher education by further drawing into elite institutions’ application pools racial groups that already account for most of their students while also raising the chances that students from those groups will be admitted.

Classifying the Knowledge and Information Processing competency of High School Students and Exploring Affecting Factors

지식정보사회가 고도화됨에 따라 핵심역량 중에서도 다양한 정보의 홍수 속에서 필요한 지식과 정보를 수집, 분석 및 활용할 수 있는 지식정보처리 역량의 함양이 더욱 강조되고 있다. 본 연구는 고등학생의 지식정보처리 역량 유형을 분류하기 위해서 잠재프로파일 분석을 수행하였으며, 머신러닝 기법 중 랜덤 포레스트를 적용하여 지식정보처리 역량이 높은 잠재프로파일로의 분류에 미치는 영향요인을 탐색하는 것을 목적으로 한다. 이를 위해 한국교육종단연구 2013 6차년도 자료를 사용하였다. 주요 결론은 다음과 같다. 첫째, 고등학생의 지식정보처리 역량 유형은 ‘역량 우수 집단’, ‘역량 양호 집단’, ‘역량 부진 집단’의 3가지 유형으로 분류되었다. 둘째, 지식정보처리 역량 우수 집단과 나머지 집단 간 분류에 학생 및 학교 요인이 주요한 영향을 미치는 것으로 나타났다. 구체적으로는 학생 요인 중 진로성숙도의 영향이 큰 것으로 나타났다. 학교 요인 중에서는 교과 내용의 의미, 발견 및 탐구학습 수업, 과정 중심 평가, 학생 참여형 수업, 역량 기반 수업 등 수업 및 평가 영역이 주요한 영향을 미치는 것으로 나타났다. 마지막으로, 연구 결과를 바탕으로 지식정보처리 역량 함양을 위한 시사점이 논의되었다.As the knowledge and information society advances, among core competencies, the knowledge and information processing competency which involves collecting, analyzing, and utilizing necessary knowledge and information in the midst of a flood of information is being emphasized. The purpose of this study was to classify high school students’ knowledge and information processing competency through latent profile analysis and to explore factors affecting the classification into latent profiles with high knowledge and information processing competency by applying the random forest machine learning technique. For these purposes, data from the sixth year of the Korean Educational Longitudinal Study 2013 was used. The main conclusions are as follows. First, the types of high school students’ knowledge and information processing competency were classified into three types: advanced group, intermediate group, and beginner group. Second, it was found that student and school factors had a major influence on the classification between the advanced and other groups. Specifically, among the student factors, career maturity was found to have had a large effect. Among the school factors, it was found that classes and evaluation areas such as the meaning of subject content, inquiry and discovery-based classes, process-based evaluation, participatory classes, and competency-based classes had a major impact. Based on these results, implications for enhancing knowledge and information processing competency are discussed.

A Longitudinal Relationship between Self-Directed Learning Ability, Ego-Resilience and Career Maturity Using Autoregressive Cross-lagged Model

본 연구의 목적은 자기주도학습능력, 자아탄력성, 진로성숙도 간의 인과관계를 종단적으로 검증하고 시간의 변화에 따른 안정성과 상호예측력을 알아보는 데 있다. 이를 위하여 일반계 고등학교에 재학 중인 학생들을 대상으로 2016년부터 2018년까지 실시한 서울교육종단연구(SELS 2010) 7차(고1), 8차(고2) 및 9차(고3) 패널 데이터를 활용하여 자기회귀교차지연모형 검증을 실시하였다. 우선 연구모형을 검증하기 위한 가정인 동일성 제약들은 모두 충족되었다. 연구 결과, 첫째, 시간의 경과에 따라 자기주도학습능력, 자아탄력성, 진로성숙도는 다음 시점의 동일한 잠재변인들에 모두 통계적으로 유의한 정적 영향을 미치면서 안정적인 자기회귀효과를 유지하였다. 자기회귀계수의 상대적 크기는 자기주도학습능력이 가장 높았고, 다음으로 자아탄력성과 진로성숙도는 비슷하게 나타났다. 둘째, 시간의 흐름에 따라 자기주도학습과 진로성숙도의 관계에서 교차지연계수들은 모두 통계적으로 유의한 정적 관계를 보여주었고 인과적 상호예측력이 있음을 나타내고 있다. 또한, 자아탄력성과 진로성숙도의 관계에서도 교차지연효과가 유의한 정적 관계로 인과적 상호예측력을 보여주었다. 그러나 자기주도학습능력과 자아탄력성의 관계에서는, 이전 시점의 자기주도학습능력이 다음 시점의 자아탄력성에 영향을 미치는 교차지연효과는 정적으로 유의하였으나, 이전 시점의 자아탄력성이 다음 시점의 자기주도학습능력에 영향을 미치는 교차지연효과는 유의하게 예측되지 않았다. 이러한 연구 결과에 기초하여 논의하였고 시사점 및 후속연구에 관해 제언하였다.The primary goal of this study was to investigate the longitudinal stability and reciprocal relationship between self-directed learning ability, ego-resilience, and career maturity across time using the Seoul Education Longitudinal Study (SELS) panel data of Time 7 (first year of high school), Time 8 (second year), and Time 9 (third year). The autoregressive cross-lagged model (ARCLM) was employed to examine the autoregressive effects of within-subjects variables and cross-lagged effects of between-subjects variables. Results from the ARCLM revealed that previous self-directed learning ability, ego-resilience, and career maturity had significant effects on subsequent self-directed learning ability, ego-resilience, and career maturity, respectively, with stable autoregressive coefficients. In addition, self-directed learning ability of the first-year high school students predicted subsequent ego-resilience of the second-year students, and self-directed learning ability of the second-year students predicted subsequent ego-resilience of the third-year students, whereas ego-resilience did not significantly predict subsequent self-directed learning ability. Furthermore, the cross-lagged effects of self-directed learning ability in relation to career maturity and ego-resilience in relation to career maturity were statistically significant, indicating reciprocal relationships.