Education Longitudinal Study Research Articles

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.

The moderating effect of research self-efficacy in the relationship between educational experience and graduate school satisfaction

Objectives This study aims to evaluate the moderating role of research self-efficacy in the relationship between graduate students' educational experience and satisfaction with graduate schools. Methods This study used data from the 11th year (2018) of the ｢Korean Education Longitudinal Study 2005｣ and selected 197 valid respondents who answered questionnaires for graduate students. The data analysis methods are descriptive statistics and correlation analysis, and Process Macro v4.0 was used in SPSS 26.0 to analyze the moderation and interaction effects between variables. Furthermore, according to the numerical changes in research self-efficacy, a specific value selection method was used to explore the subsequent conditional effects. Results The results showed a statistic correlation between educational experience, satisfaction and research efficacy. Research self-efficacy plays a moderating role between educational experience and graduate students' satisfaction. In other words, the higher the research self-efficacy value, the more significant the impact of educational experience on the overall satisfaction of graduate students. When the research self-efficacy is at a low level, the satisfaction increases by 0.45 units for each educational experience; when the research efficacy is at a high level, the satisfaction increases by 0.80 units for each educational experience. Conclusions Based on the results of this study, graduate schools need to support graduate students administratively and systematically to improve their research self-efficacy. At the faculty level, research guidance should be provided to enable graduate students to develop the core competencies needed for conducting research. In addition, at the university level, they must provide courses and extra programs to enhance research skills. Moreover, at the university level, a curriculum or extracurricular program for research-related experiences should be provided in the future.

Regularized Variational Estimation for Exploratory Item Factor Analysis.

Item factor analysis (IFA), also known as Multidimensional Item Response Theory (MIRT), is a general framework for specifying the functional relationship between respondents' multiple latent traits and their responses to assessment items. The key element in MIRT is the relationship between the items and the latent traits, so-called item factor loading structure. The correct specification of this loading structure is crucial for accurate calibration of item parameters and recovery of individual latent traits. This paper proposes a regularized Gaussian Variational Expectation Maximization (GVEM) algorithm to efficiently infer item factor loading structure directly from data. The main idea is to impose an adaptive -type penalty to the variational lower bound of the likelihood to shrink certain loadings to 0. This new algorithm takes advantage of the computational efficiency of GVEM algorithm and is suitable for high-dimensional MIRT applications. Simulation studies show that the proposed method accurately recovers the loading structure and is computationally efficient. The new method is also illustrated using the National Education Longitudinal Study of 1988 (NELS:88) mathematics and science assessment data.

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.

창의적 사고 역량 향상을 위한 수업 및 평가방법 탐색

The purposes of this study were confirmed the student's creative thinking competency profile and the instructions and evaluation methods that affect the profile. LPA was performed using divergent thinking, creative flexibility, curiosity and adventure, and inquiry as index variables, and the degree of individualization, interaction, and students' classroom engagement was used as the instruction method, and process fortified assessment and evaluation feedback were used as evaluation methods. For the analysis, the 6th year of the Korean Education Longitudinal Study 2013 were used. As a result of the study, first, creative thinking competency was classified into three latent profiles. Second, individualization was an influential variable that differentiated the ‘higher competency’ profile. Third, interaction did not affect creative thinking competency profile differentiation. Fourth, students' classroom engagement was the most important variable affecting the differentiation of all profiles. Fifth, process fortified assessment differentiated the ‘general competency’ and ‘higher competency’ profiles. Sixth, evaluation feedback affected the differentiation of all profiles. In order to improve creative thinking competency, it is necessary to create an environment that can foster learners' activeness and initiative attitude for student engagement classes. In addition, it should support process fortified assessment and evaluation feedback that can check the process as well as the result of learning.

Fitting a Nonlinear Piecewise Growth Mixture Model into the Seoul Education Longitudinal Study to Discover Change Points

Fitting a Nonlinear Piecewise Growth Mixture Model into the Seoul Education Longitudinal Study to Discover Change Points

청소년의 진로개발역량 잠재전이유형과 관련 변인 연구

Objectives This study classified youths living in Busan into different latent groups depending on career development competencies and performed an analysis to identify what factors can be used to predict related patterns including a pattern of transition between latent groups. Methods In this study, we used the first wave (2016, first grade middle school students) and fifth wave (2020, second grade high school students) of data from Busan Education Longitudinal Study (BELS). The subjects are 1,915 youths, who responded to all of the 16 questionnaire items concerning career development competencies. We performed latent transition analysis to identify the latent profile types and transition between classes across two-time points. Subsequently, multinomial logistic analysis was applied to explore variables that can be used to predict a transition pattern. Results First, the first grade middle school students and second grade high school students were classified into two groups: active and passive career planning groups. Second, the patterns of profile transition between the two points in time were classified into two types: maintenance and change types. Generally, latent groups of career development competencies in middle school transitioned into similar latent groups. The probability of maintenance was higher in an active career planning group than in other types. Of the subjects, 29.4% showed negative change, while 36.4% showed positive change. Third, the analysis of factors affecting career development competencies of middle schoolers found that the first grade middle school students were more likely to belong to the active career planning group if they had visited an upper school, attended a school admission briefing session or collected information from media and online communities. For the second grade high school students, a consultation with the homeroom teacher was not a statistically significant variable. They were more likely to belong to the active career planning group if they had a consultation with the career teacher at school. Conclusions The variables having a significant effect on latent groups were different between middle and high schoolers, and there were no variables affecting the transition between the two points in time. What is emphasized in career experience needs to be different in each grade.

College-for-some or college-for-all?: Inequality in the relationship between educational expectations and educational attainment across academic achievement

The predominant college-for-all ethos in the US education system proposes that all students should attend college regardless of academic achievement. An underlying assumption is that higher adolescent educational expectations will result in increased educational attainment, net of academic achievement. This study evaluates this assumption using data from the Education Longitudinal Study and the National Longitudinal Study of Adolescent to Adult Health. Results from educational attainment models reveal interactions between expectations and achievement. Respondents with high levels of achievement have a stronger association between expectations and educational attainment than their peers with lower achievement levels. Thus, adolescents with lower achievement levels may receive fewer long-term benefits from ambitious college expectations than previously believed. Such findings suggest that interventions which jointly increase educational expectations and academic achievement may have the most positive impact on reducing education inequity.

Analysis of the effects of the free semester system on academic achievement and career maturity

In this study, we examined the longitudinal effect of the free semester system on middle school students’ academic achievement and career maturity using the Korean Education Longitudinal Study data, cohort 2013. We performed Difference-in-Difference (DiD) method to analyze whether the free semester system has effects on academic achievement and career maturity using the model moderated by parental academic support. We furthermore utilized quantile DiD method to examine whether the effects of the free semester system differ across the distribution of academic achievement and career maturity. As a result, we first found the significant positive effect of the free semester system on middle school students’ academic achievement and career maturity. Second, we found that parental academic support mediated its effects on math performance. Third, our findings indicate that the free semester system improves students’ academic achievement and career maturity, especially among students who performed to the bottom of its distribution. Based on these findings, practical implications and future research are discussed.

The Making of a College Athlete: High School Experiences, Socioeconomic Advantages, and the Likelihood of Playing College Sports

Understandings of who plays college sports are dominated by assumptions that lack academic scrutiny. Using the Education Longitudinal Study (N = 7,810) and multilevel modeling, this study examines the extent to which high school indicators of family socioeconomic statuses, athletic development and merit, academic expectations and knowledge, and school contexts predict the likelihood of becoming a college athlete. The authors find evidence that supports our understanding of the process of becoming a college athlete being shaped by family socioeconomic status. Still, high school sport participation characteristics, academic expectations and knowledge, and school contexts also seem to offer independent contributions to the odds of becoming a college athlete. Overall, these results suggest that college athletic opportunities are not simply a function of athletic merit, based on unique analyses of quantitative empirical evidence from a large national sample of high school students.

Heterogeneous Effects on Private Education Spending in Latent Groups in Korea

This study examines people's response to well-known determinants in private education spending (PES). Based on the Korean Education Longitudinal Study, we divided the private education decision-making process into two parts: whether to spend and how much to spend. Due to omitted environmental factors, latent subgroups that share the same PES effects were classified using a clustering methodology. Empirical analysis found that people respond differently only to household income and school year. For 40% of the observations, household income has a significant impact on PES decisions. There is no effect of household income in the other subgroups, whereas different patterns of PES according to the school year induce heterogeneity in other subgroups. There is no heterogeneity for the effects of gender, educational environment and plans to attend college.

교사열의 및 학생과의 관계, 학생 메타인지, 진로성숙도의 관계에서 교우관계의 조절된 매개효과

Purpose: The purpose of this study was to explore the factors affecting the career maturity of middle school 3rd graders. Methods: This research used data from the fifth year of the Korean Education Longitudinal Study 2013」, and questionnaire data of 6,517 students in the third year of middle school were analyzed by performing regression analysis and bootstrapping. Results: This study found that teacher enthusiasm and relationship with students, students’ meta-cognition, and peer relationship had a significantly positive effect on career maturity in adolescence. Second, students' meta-cognition mediated the relationship between teacher enthusiasm and relationship with students and career maturity. Third, the moderating effect of peer relationship was significant in the relationship between teacher enthusiasm and relationship with students and student meta-cognition, and between teacher enthusiasm and relationship with students and adolescent career maturity. Finally, the moderated mediating effect of peer relationship in the relevance between teacher enthusiasm and relationship with students and students’ career maturity mediated by student meta-cognition was significant. Conclusion: The finding suggests that effective plan for friendship improvement is required in order to develop adolescent career maturity. Implications of this study were discussed.

Impact of smartphones on students: How age at first use and duration of usage affect learning and academic progress

This study examined how smartphones affect students in current times where they are gradually penetrating into our lives. This study used data from the Seoul Educational Longitudinal Study, of which the 9th year panel data was used. Structural equation modeling was utilized to examine the impacts of the age of the students when they use smartphones for the first time and how long they use it once addicted. The self-directed learning ability and academic achievement scores were also examined. It was found that the age at which the students started using smartphones affected their daily smartphone usage hours and their degree of smartphone addiction. Moreover, the amount of time the students used smartphones for entertainment or learning had different effects on smartphone addiction and self-directed learning ability directly and indirectly on academic achievement in Korean, mathematics, and English. The implications on education and research are also discussed.

The relationships among career maturity, motivation, and self‐regulation: A longitudinal study

AbstractIn this study, we used data from the 2013 Korea Education Longitudinal Study to identify longitudinal relationships among motivation, self‐regulation, and career maturity in Korean elementary, middle, and high school students. Data from three waves were used for autoregressive cross‐lagged modeling—wave 2 (12 years old; sixth graders in elementary school), wave 5 (15 years old; ninth graders in middle school), and wave 7 (17 years old; 11th graders in high school). The results were as follows. First, the autoregressive effect was significant at all time points for all latent variables. Second, the cross‐lagged effect displayed the same direction across all time points, but different results were derived for different variables. The implications of the study are discussed.

An Exploratory Study of Changes in the Dimensionality of Social-Emotional Competency for an Education Longitudinal Study

연구목적 현재 국가 및 지역 수준의 교육종단연구가 다수 실시되고 있다. 교육종단연구에서 반복적으로측정되는 학생의 사회정서 역량이나 심리적 특성에 성장모형을 적용할 때 대부분 측정불변성을 가정한다. 그러나 급격한 신체적, 정서적 변화를 경험하는 초기 청소년에게 측정불변성이 얼마나 타당한 가정인지탐색해 볼 필요가 있다. 본 연구는 청소년의 심리적 특성을 측정하는 척도의 차원성이 청소년의 발달에따라 어떤 특성을 보이는지 탐구하는 데 그 목적이 있다. 연구방법 본 연구에서는 대구교육종단연구의 중학 패널 자료 중 예비분석을 거쳐 진로성숙도와 학업적자기효능감을 연구변인으로 선정하고 이들이 서열형 변수로 측정된다는 점을 감안하여 제한정보 탐색적요인분석을 실시하여 측정 차원성 변화를 탐구하였다. 연구결과 분석 결과 두 변인 모두 통계적으로는 6요인 모형이 더 나은 적합도를 보였으나 해석가능성과실제적 유용성을 고려하여 진로성숙도에 대해서는 4요인 모형을 선택하였다. 진로성숙도와 학업적 자기효능감은 요인 수와 요인 패턴 측면에서도 뚜렷이 대비되는 특징을 보였다. 결론 진로성숙도에 대해서는 연도 간 단일 요인의 성장모형 분석에 대한 내적 타당도가 확보되었다고볼 수 있으며 학업적 자기효능감에 대해서는 다변량 성장모형이나 이요인 모형 기반 새로운 성장모형의필요성이 제기되었다. 마지막으로 이 연구의 함의와 추가적인 고려사항, 후속 연구에 대해서도 논의하였다.

A LATENT CLASS ANALYSIS OF ADOLESCENTS’ SOCIAL SUPPORT: CONTEXTUAL ALIGNMENT, UNRELATED INFORMATION, AND THE IMPORTANCE OF OUT-OF-SCHOOL TIME

During adolescence, youth may receive social support from multiple sources, including families, school staff, peers, and organized activities during out-of-school time (OST). Drawing from theories of social support and optimal matching, this study aimed to identify patterns of adolescents’ social support across four social contexts, and the associations of these patterns with educational and employment outcomes. Using data from the Education Longitudinal Study of 2002 (N = 16,197), latent class analysis was used to identify patterns of social support across indicators of informational and appraisal support. Six classes were identified, and counter to hypotheses, classes varied not by the sources of support, but instead by the types of support and by OST participation. Levels of social support were similar across the four social contexts – demonstrating a “contextual alignment.” Higher informational support across classes appeared unrelated to educational and employment outcomes. Instead, classes with higher appraisal support and OST participation were associated with stronger educational and employment outcomes. Findings highlight the importance of both appraisal support and OST participation for adolescents’ developmental trajectories.

Analysis of Panel Nonresponse Types in Korean Educational Longitudinal Study 2005: Focused on Latent Class Models

본 연구에서는 한국교육종단연구2005 자료에 나타난 패널무응답의 유형을 살펴보고, 패널무응답 유형에 따라서 잠재계층이 존재하는지 살펴보았다. 한국교육종단연구2005의 최종 표본유지율은 약 53%였고, 약 80%의 응답자가 총 12회의 조사 중 1회 이상 조사에 참여하지 않은 것으로 나타났다. 잠재계층분석 결과, 패널무응답 유형에 따라서 세 개의 잠재계층으로 분류되었는데, 조사 초기에 이탈한 “중학교 이후 이탈 집단”과 성인기로 진입한 이후 점진적으로 이탈한 “고등학교 이후 이탈 집단”, 조사에 꾸준히 참여한 “지속 참여 집단”이었다. 패널무응답 유형에 따른 잠재계층분류에 영향을 미친 요인을 탐색하기 위해 다항로지스틱회귀분석을 실시하였다. 분석 결과, 학생 개인의 특징으로는 여학생인 경우, 중학교 재학 당시의 진학목표가 낮을수록, 학업성취수준이 낮고, 학업 관련 비동조 행위의 빈도가 높을수록, 중학교 재학 중에 전학을 한 경우 초기에 이탈할 가능성이 높았다. 또한 가정과 학교의 특징으로는 어머니의 학력이 높고, 가구의 소득이 높을수록, 대도시에 소재한 중학교에 재학하였던 학생일수록 조사에서 초기에 이탈할 가능성이 높은 것으로 나타났다.

Arts and Cultural Engagement, Reportedly Antisocial or Criminalized Behaviors, and Potential Mediators in Two Longitudinal Cohorts of Adolescents

Arts and cultural engagement is a potential strategy for reducing or preventing reportedly antisocial or criminalized behaviors (those previously and problematically termed as “delinquent”) in adolescence. However, most research to date has focused on arts-based interventions and has not tested arts and cultural engagement in large population-based longitudinal studies. This study investigated whether arts and cultural engagement reduced reportedly antisocial or criminalized behaviors in two large nationally representative cohorts, the National Longitudinal Study of Adolescent to Adult Health (n = 10,610; 50% female, 72% White, age range = 11–21 mean = 15.07) and the National Education Longitudinal Study of 1988 (n = 15,214; 50% female, 73% White, age range = 13–16 mean = 14.38). Structural equation modelling also allowed exploration of two potential mechanisms that might link arts and cultural engagement to reportedly antisocial or criminalized behaviors (self-control and attitudes towards these behaviors). More arts and cultural engagement was associated with fewer reportedly antisocial or criminalized behaviors, better self-control scores, and fewer positive perceptions of reportedly antisocial or criminalized behaviors concurrently and one to two years later. Arts and cultural engagement may provide opportunities for adolescents to realize positive developmental outcomes, reducing their risk of reportedly antisocial or criminalized behaviors.

The school environment and bullying victimization among seventh graders with autism spectrum disorder: a cohort study

BackgroundThere is strong evidence to support the association between bullying and the onset of mental health conditions in students with ASD (autism spectrum disorder). In Taiwan, the seventh grade marks the first year of middle school, following elementary school. This period is also when peers tend to perform bullying behaviours to establish status among the peer group. Therefore, seventh grade is considered one of the most challenging times for students with ASD due to several changes within the school environment and the developmental changes that arise at this age. This study aims to assess the association between the school environment and bullying victimization among students with autism spectrum disorder (ASD) enrolled in regular classes in their first year of middle school.MethodsData were obtained from the Special Needs Education Longitudinal Study database located in the Survey Research Data Archive of Academia Sinica. The analysis included one hundred eighty-four seventh graders with ASD who were in regular classes across Taiwan. The primary variables under study were whether the participants had experienced social exclusion, insults or teasing, extortion, or sexual harassment over the past semester.ResultsParticipants with a higher positive friendship quality (P = 0.027) and who had received more peer support upon encountering difficulties in school (P = 0.041) were less likely to experience social exclusion. Participants with a higher positive friendship quality (P = 0.001) and a more positive classroom learning environment (P = 0.031) were less likely to have experienced insults or teasing. However, participants with more friends were more likely to be extorted (P = 0.015) and sexually harassed (P = 0.001) than those with fewer friends. Furthermore, participants in regular classes on a part-time basis were 2.59 times more likely to report sexual harassment than those in regular classes on a full-time basis (P = 0.021).ConclusionsThis study suggests that a supportive school environment reduces the likelihood that seventh-graders with ASD will be bullied. Clinicians should consider the association between the school environment and bullying victimization among adolescents with ASD in regular classes during their first year of middle school.

Linking applied STEM coursetaking beyond STEM outcomes: Examining high school completion and college-going behavior

Educational dialogue has emphasized that math and science courses be more meaningful and engaging in high school. One way in which this has materialized has been through the introduction of applied STEM courses (i.e., information technology and engineering). In these courses, traditional math and science concepts are to be more educationally engaging by addressing practical challenges that reach beyond high school. Thus far, research has examined if taking applied STEM courses in high school boosts math achievement, advanced math or science coursetaking, or choosing a STEM college major. Using data from the Education Longitudinal Study of 2002, this study examined if taking applied STEM courses in 9th or 10th grades linked to high school completion and college-going behavior. The results suggested a positive association of this early applied STEM coursetaking on all end of high school and college-going measures, though the results were not differentiated by individual- or school-level characteristics.