Seoul Education Research Articles

가정교육과 남학생으로 살아가기에 대한 내러티브 탐구

Objectives The purposes of this study is to understand what the person living as a male student in the Department of Home Economics Education experiences.
 Methods The experiences of five male students in grades 3 and 4 who are in the Department of Home Economics Education in Seoul and have experience in military enlistment were examined in the narrative inquiry method.
 Results The study participants had high levels of satisfaction and pride in family education but said that some class contents were too female-biased. Within the department, they faced the stereotype of ‘man’, such as being mobilized for hard work, and they were living their lives as a minority, not knowing where to fit among the many female students. Outside the department, they were facing the stereotype that the Department of Home Economics Education was a girl student/female department. In order to solve their difficulties, the male students formed a so-called “male club” consisting of male students to give and receive practical help.
 Conclusions Understanding the life of male students in the Department of Home Economics Education means reflecting their experiences in the curriculum of the Department of Home Economics Education to make the experiences possessed by the Department of Home Economics Education. This will be the basis for the department to be reborn as a gender-integrated Department of Home Economics Education.

Examining the profiles of school violence and their association with individual and relational covariates among South Korean children

ObjectiveThis study was conducted to identify the profiles of children who experience perpetration and victimization in school violence and to test whether individual- and relational factors may differentiate the identified profiles. MethodThis study targeted 4328 children in the 6 th -grade (47.8% female) extracted from the Seoul Education Longitudinal Study (SELS). Items used to measure school violence includes verbal violence, social exclusion, physical violence, spreading malicious rumors, extortion, coercion/threat. Those experiences were captured on the basis of frequency. Individual factors cover self-esteem and self-control, and relationship factors contain parent-child relationship and teacher-student relationship. Gender was introduced as a control variable. Latent Profile Analysis (LPA) was utilized to classify profiles, and a modified three-step procedure was used to verify individual and relational factors in created profiles of school violence. ResultA three-profile solution was obtained: Exchanging rare verbal violence (90.20%), interpersonal victimization (7.50%), and inflicting violence (2.30%). First, higher levels of self-esteem made children less likely to belong to the interpersonal victimization group than exchanging rare verbal violence group. Second, greater selfcontrol made children less likely to belong to the inflicting violence group than the exchanging rare verbal violence group. Higher levels of self-control also increased the likelihood of children being placed in interpersonal victimization group rather than inflicting violence group. Third, cohesive and close parent-child relationship made children have a lower likelihood to be affiliated with the interpersonal victimization group than exchanging rare verbal violence group. Lastly, a cohesive and close teacher-student relationship made children less likely to belong to the inflicting violence group or interpersonal victimization group than exchanging rare verbal violence group. ConclusionThe findings can guide how school-based violence prevention can be designed, including enhancing individual competencies (i.e., self-esteem and selfcontrol), by establishing regular training programs in school settings. In addition, findings that relationships with parents and teachers affect children's experiences of school violence suggest focusing not only on affected children but also on taking an approach that encompasses the organically connected relationships surrounding children. This could be achieved by developing and distributing relevant materials or various training programs for the purpose of building their cohesive and supportive relationship with children. Practical implications are discussed according to the findings.

학교통합지원센터 신설에 따른 서울시교육청 교육지원청의 역할 변화 분석 연구

학교통합지원센터 신설에 따른 서울시교육청 교육지원청의 역할 변화 분석 연구

What are the characteristics of cyberbullying victims and perpetrators among South Korean students and how do their experiences change?

BackgroundIncreasing use of online network has a positive impact on the psychosocial development of adolescents, but at the same time has a negative impact such as cyberbullying. Yet, research on the characteristics of cyberbullying victimization and perpetration in adolescence is limited, despite its potential importance to provide adequate implications for adolescent protection. ObjectiveWe aimed to clarify latent classes characterized by cyberbullying victimization and perpetration, and to examine what factors predict the latent classes of the cyberbullying trajectories. Participants and SettingThe study included 3656 students (13–18 years) who had information about cyberbullying victimization and perpetration. The data was taken from the Seoul Education Longitudinal Study. MethodsLatent class growth analysis and multinomial logistic regression were conducted to identify patterns of cyberbullying victimization and perpetration. ResultsCyberbullying victimization patterns were identified: high risk increasing (n = 144, 3.9 %), transient (n = 219, 6.0 %), and low risk group (n = 3293, 90.1 %). Cyberbullying perpetration pattern were identified: mid risk maintaining (n = 115, 3.1 %), low risk (n = 3474, 95.0 %), and transient group (n = 67, 1.8 %). Regression results indicate that female students, students with high self-esteem, and more support from parents and friends experience less cyberbullying. Perpetration experience increases the risk of cyberbullying victimization, whereas victimization experience increases the risk of cyberbullying perpetration. ConclusionAdolescents experience distinct patterns of cyberbullying victimization and perpetration based on the individual and social support factors. This study provides important implications that characteristics of subgroups should be considered for interventions in cyberbullying.

Assessing adult and continuing education needs in South Korea metropolitan areas using Borich’s needs assessment model

PurposeThis study aims to examine residents’ perceptions of adult and continuing education (ACE) in Seoul, Gyeonggi-do and Incheon in South Korea, by conducting a needs assessment of university degree programs for adults.Design/methodology/approachThis paper uses Borich’s educational needs formula and Hershkowitz’s criticality function on the data obtained from a survey of 1,500 residents of the three regions to determine their priorities for degree programs.FindingsThe results show that the top priorities for degree programs in Seoul are computer information and communication and therapeutic health. In Gyeonggi-do, the top priorities are computer information and communication, language and literature and business and economics. In Incheon, participants prefer computer information and communication, agriculture, forestry and fisheries and therapeutic health, in that order.Originality/valueThis study examines Koreans’ perceptions of ACE and conducts a needs assessment to determine their priorities for university degree programs in metropolitan areas in Korea. It provides practical information for policymakers and universities who design and implement ACE programs.

Bullying Perpetration, Victimization, and Low Self-esteem: Examining Their Relationship Over Time.

Bullying experiences in adolescents could cause maladjusted developments like low self-esteem, which in turn could increase the likelihood of having bullying experiences. Examining these longitudinal reciprocal relationships by considering the co-occurrence of bullying experience is critical, but under-examined. The current study clarifies the longitudinal reciprocal relationship between adolescents' bullying perpetration, victimization, and low self-esteem. An autoregressive cross-lagged model was analyzed with data collected from 3658 Korean secondary students (47.2% were females, Mean age = 12.07, standard deviation = 0.27, range = 11-14) from the Seoul Education Longitudinal study in three waves (seventh to ninth grades). After controlling prior bullying perpetration, victimization, and low self-esteem, low self-esteem positively predicted subsequent victimization, and victimization also positively predicted subsequent low self-esteem longitudinally. However, low self-esteem failed to predict subsequent bullying perpetration, which in turn, failed to predict subsequent low self-esteem. After the prior bullying experiences and low self-esteem are controlled, their longitudinal association becomes clearly distinct. Victims of bullying may fall into a vicious circle, where after being victimized, they themselves feel unlovable or incompetent, and their increased low self-esteem is linked to subsequent victimization. To break out of this vicious circle and temporal stability of victimization, interventions focusing on victims' self-esteem would be effective.

Students’ Perceived Mathematics Teacher Competence: Longitudinal Associations with Learning Outcomes and Choice of College Major

The quality of teaching and teacher plays a significant role in enhancing students’ cognitive and motivational development. The purpose of this study was to identify longitudinal trajectories of student perceptions of mathematics teachers’ professional competence, and to examine how these trajectories were related to students’ engagement and achievement in mathematics and their choice of college major. The data used for analysis were obtained from the Seoul Education Longitudinal Study, a study of 2714 secondary students who were followed up for five successive years. Results showed four heterogeneous trajectories of students’ perceptions of teacher competence, and these trajectories were associated with students’ engagement and achievement in mathematics. In addition, those who consistently perceived their mathematics teachers to be highly competent and whose perceptions of their teachers’ competence became more positive over time were more likely than other students to choose math-intensive majors. These findings imply longitudinal links between mathematics teachers’ professional competence as perceived by their students and students’ choice of college major as well as their engagement and achievement in mathematics.

The effects of ego-resilience, major satisfaction, and job performance efficacy of pre-service early childhood education teachers on their career maturity

본 연구의 목적은 예비유아교사의 자아탄력성, 전공만족도, 직무수행효능감이 진로성숙도에 미치는 영향력을 알아보는 것이다. 이를 위해 서울과 경기도 지역의 3년제 유아교육과 재학생 319명을 대상으로 설문조사를 실시하여 수집한 결과를 분석하였다. 연구 결과는 다음과 같다. 첫째, 예비유아교사의 학년에 따라 자아탄력성, 전공만족도, 직무수행효능감, 진로성숙도에 차이가 있었으며, 특히 1,2학년과 3학년 사이에 통계적으로 유의한 차이가 나타났다. 둘째, 자아탄력성, 전공만족도, 직무수행효능감, 진로성숙도 사이에 통계적으로 유의한 상관관계가 나타났다. 셋째, 자아탄력성과 전공만족도, 직무수행효능감이 예비유아교사의 진로성숙도에 영향을 미치는 중요한 요인이었다. 이러한 결과는 예비유아교사들이 유아교사의 삶을 준비하고 직업세계로 안정적인 입문을 할 수 있도록 자아탄력성 및 전공만족도와 직무수행효능감 향상을 지원하는 교육프로그램의 필요성을 시사한다고 할 수 있다.The purpose of this study is to investigate the effects of ego-resilience, major satisfaction, and job performance efficacy of pre-service early childhood education teachers on their career maturity. To this end, a questionnaire survey was conducted on 319 students of the three-year college of early childhood education in Seoul and Gyeonggi Province, and the collected results were analyzed. The results of the study are as follows. First, there were differences in ego-resilience, major satisfaction, job performance efficacy, and career maturity according to the grades of pre-service early childhood education teachers, and in particular, there was a statistically significant difference between the first and second graders group and the third graders group. Second, it is found out that there are static correlations among the ego-resilience, major satisfaction, job performance efficacy, and career maturity of pre-service early childhood education teachers to each other. Third, it was found that ego-resilience, major satisfaction, and job performance efficacy were important factors affecting career maturity of pre-service early childhood education teachers. Among the variables, the effect of ego-resilience on career maturity was found to be the highest, followed by major satisfaction and job performance efficacy in order. These results imply the need for immediate previous education programs that supports the improvement of ego-resilience, major satisfaction, and job performance efficacy so that pre-service early childhood education teachers can prepare for the life of early childhood teachers and be provided with a stable entry into the professional world.

The effects of shadow education on high school students’ creative thinking and academic achievement in mathematics: the case of the Republic of Korea

ABSTRACT This study examined the effects of shadow education on high school students’ creative thinking and academic achievement in mathematics. Data from the Seoul Education Longitudinal Study were used for the analyses, including descriptive statistics, path analyses, and multiple group analyses. The results reveal that shadow education negatively influenced students’ creative thinking in the long term, but positively affected academic achievement in mathematics in the short term. Furthermore, students who increased their hours of participation in the following year were more likely to present stronger effects of shadow education on creative thinking and weaker effects of shadow education on academic achievement. In considering the findings, mathematics educators, parents, and policymakers should not neglect shadow education when developing educational plans.

학습자의 내적요인과 외적요인이 수학 학업성취도에 미치는 영향에 대한 종단적 분석

Academic achievement is not a temporary phenomenon that occurred at a specific point in time, but is a result of years of learning, so it needs to be analyzed through longitudinal data that is repeatedly tracked over a long period of time. This study utilized longitudinal data from 2013 (junior high school year) to 2017 (second year high school) of the Seoul Education Longitudibal Study. In addition, the effects of internal factors (self-concept, self-control, self-assessment of life satisfaction) and external factors (school climate, guardian) on mathematics academic achievement were examined. Using mixed growth modeling, mathematics academic performance is divided into groups of patterns with similar changes. By using GMM (Growth Hybrid Modeling), the mathematics academic achievement was similarly divided into groups. Also, by using the Latent growth model and Piecewise growth model, the change patterns of internal and external factors were analyzed for each group. As a result of analysis, students in the 1st group (28.5%) and the 2nd group (71.5%), whose mathematics academic achievement slightly lowered from the 1st year of high school, and the school climate, which are internal factors and external factors, and the interests of their children are junior high school students. It was found that the initial value of the first grade remained constant until the second grade of high school with little change, and the school climate of the parents decreased slightly as the grade increased. As a result of implementing the Random Slope Model, self-control has an effect on mathematics academic achievement, and as a result of implementing the Multivariate Latent Growth Model, students in Groups 1 and 2 have self-control intercepts on the mathematics achievement. It has been shown to have a direct effect.

The Effects of Relationship with Parents, Teachers, and Peers on Longitudinal Change in Creativity during Adolescence

본 연구는 초등학교 4학년부터 중학교 3학년 시기까지의 창의성 변화 양상을 확인하고, 이러한 변화에 영향을 미칠 수 있는 환경요인으로 교사, 부모, 또래관계를 설정하여 그 영향을 확인하고자 하였다. 이를 위해 서울교육종단연구 2010 패널의 1~6차년도 자료를 활용하였으며, 잠재성장모형을 적용하여 분석을 진행하였다. 연구 결과, 학생들이 지각한 창의성은 시간의 흐름에 따라 점차 감소하는 양상이 나타났으며, 특히 중학교 시기에 이르렀을 때 창의성의 감소폭이 보다 크게 나타났다. 교사, 부모, 또래 관계의 예측력을 살펴보았을 때, 환경 요인에 대한 지각이 긍정적일수록 초등학교 4학년 시점의 창의성 초기치가 높게 나타났으나 이러한 긍정적 영향은 초등학교 시기에 시간이 지남에 따라 점차 줄어드는 것으로 나타났다. 또한, 부모, 교사, 또래관계를 긍정적으로 인식할수록 중학교 시기 창의성이 감소하는 양상이 완화되는 것으로 나타났다. 연구 결과를 바탕으로 초등학교 시기 및 중학교 학교전환기 창의성 발달에 대한 시사점과 창의성 계발을 위한 환경 요인을 조성함에 있어 고려해야 할 사항을 논의하였다.This study identified the pattern of longitudinal change in creativity from the fourth grade in elementary school to the third grade in middle school, and explored the influence of such environmental factors as relationship with teachers, parents, and peers. To this end, data from the first to sixth year of the Seoul Education Longitudinal Study (SELS) 2010 panel were used, and a latent growth model was applied for analysis. The findings showed that students’ perceived level of creativity gradually decreased from the first year to sixth year, and the decrease in creativity was greater in middle school. Also, the more positive the perception of environmental factors such as relationship with parents, teachers, and peers, the higher was the initial value of creativity in the fourth grade in elementary school. The positive influences of environmental factors, however, decreased over time. Especially, the more positively perceived the relationship with parents, teachers, and peers, the more alleviated was the decline in the level of creativity in middle school. The implications for creativity development in the elementary and middle school transition periods, and the considerations related to the environment for nurturing creativity were discussed.

The Effect of Teachers’ Creative Teaching on Elementary School Students’ Creativity and Academic Achievement

본 연구에서는 초등학교 교사의 창의적 교수행동이 학생의 창의성과 학업성취에 어떠한 영향을 미치는지와 이러한 영향이 성별 및 개인이 가진 학업에 대한 흥미 수준에 따라 달라지는지를 살펴보고자 하였다. 이를 위해 서울교육종단연구2010 자료 중 초등학교 4학년 패널 자료를 활용하였으며, 자료의 내재성을 고려하여 다층모형 분석을 실시하였다. 분석 결과, 교사의 창의적 교수행동은 학생의 창의성을 높이는 데에는 긍정적이었으며, 교사의 창의적 교수행동의 긍정적인 효과에 있어 성별, 흥미에 따른 차이는 나타나지 않았다. 창의성과 달리, 학업 성취의 경우에는 교사의 창의적 교수행동의 긍정적인 효과가 나타나지 않았으며, 성별, 흥미에 따른 수준 간 상호작용 효과 또한 유의하지 않았다. 연구결과를 바탕으로 초등학생의 창의성 및 학업성취를 높이기 위한 실질적인 교수 및 평가방법과 교실 환경 조성 방안 등에 대해 논의하였다.The aim of this study was to analyze how elementary school teachers creative teaching affects students creativity and academic achievement and whether these effects were different according to the students gender and interest. Fourth-grade students data in Seoul Education Longitudinal Study (SELS) was analyzed. Considering the data structure which the students data are nested within their teachers, multilevel analysis was performed. The results showed that elementary school teachers creative teaching positively affected their students creativity, and this effect did not differ by students gender and their interest. Contrary to the positive effect on creativity, there was no positive effect of teachers creative teaching on academic achievement, and interaction effects with students gender and their interest were not significant. Based on the results of this study, practical teaching-evaluation methods and positive classroom climate building plans for developing elementary school students creativity and academic achievement were discussed.

Are bully-victims homogeneous? Latent class analysis on school bullying

This study aimed to identify subgroups based on student’s verbal, social, and physical bullying and victimization behaviors using latent class analysis (LCA). The dataset used in this research consists of 3581 8th graders as participants from the 2014 5th annual survey of Seoul Education Longitudinal Study (SELS) in Korea. Broadly speaking, our analysis identified six subgroups: 31.9% of uninvolved, 7.1% of victims, 10.1% of bullies, 37.8% of bully-victims who showed high levels of verbal bullying victimization and perpetration (BV-V), 9.0% of bully-victims who showed high levels of verbal and social bullying victimization and perpetration (BV-VS), and, 4.1% of bully-victims who showed high levels of verbal, social, and physical bullying victimization and perpetration (BV-VSP). Our results indicate that the bully-victim group may not be homogeneous, but rather can be further identified and divided into three characteristic subgroups. Using the identified subgroups, more effective intervention could be made by clarifying the targeted group of students.

Effects of student- and school-level music concert attendance on subjective well-being: A longitudinal study of Korean adolescents

Students’ subjective well-being is not only an important prerequisite for positive development but also a desired outcome of education. Music concert attendance could be a critical factor in enhancing students’ subjective well-being. This study investigates the effect of music concert attendance on subjective well-being through an examination of the different effects of music concert attendance according to students’ initial subjective well-being. Data from 3,633 middle school students in two waves of the Seoul Education Longitudinal Study (seventh grade, eighth grade) were utilized. Hierarchical linear modeling shows that both student- and school-level music concert attendance predicted subsequent subjective well-being after controlling for initial subjective well-being, peer relation, grade point average, and gender. Furthermore, school-level music concert attendance facilitated increases in subjective well-being among students who showed low subjective well-being during the first wave of the study. The results indicated that student- and school-level music concert attendance could improve students’ subjective well-being, especially for students with lower levels of subjective well-being. Educational contexts or policies to encourage both school and student participation in music concerts should be developed and implemented.

Autoregressive Cross-lagged Effects Between Artistic Experience and Creativity in Adolescents and Its’ Gender Differences

본 연구는 청소년의 예술경험과 창의성 간의 종단적 인과관계를 자기회귀교차지연 모형을 통해 확인하고, 두 변인의 인과적 관계에 대한 성차를 탐색하는 것을 목적으로 하였다. 서울 교육종단연구 자료 중 초4 패널을 활용하여 4차년(중학교 1학년)에서 8차년(고등학교 2학년)의 총 3,585명(남학생: 1,844명, 여자: 1,741명) 자료를 분석하였다. 연구 결과, 중고등학교 시기의 예술경험과 창의성은 시간의 경과에 따라서 이전 시점의 변인이 다음 시점의 변인을 안정적으로 예측하였다. 또한 예술경험은 다음 년도의 창의성을 유의하게 예측하였고, 창의 성 역시 다음 년도의 예술경험을 유의하게 예측하였다. 예술경험과 창의성의 자기회귀교차 지연 모형에서 성별에 따른 차이는 확인되지 않았다. 이러한 연구 결과는 예술경험과 창의성이 상호 정적인 영향을 미치는 요인임을 확인한 것이며, 창의성 교육의 방안으로서 예술 경험의 활용 가능성과 교육적 의미를 보여준 것이다. 마지막을 연구의 제한점과 추후 연구 방향을 함께 제시하였다.The purpose of this study was to explore the relations between artistic experience and creativity. Using the dataset taken from the 4th to 8th waves of the 4th-panel data of Seoul Education Longitudinal Study (SELS), the autoregressive cross-lagged modeling and multi-group analysis across genders were conducted. The results indicated that both artistic experience and creativity featured stable autoregressive paths significantly. Also, the previous artistic experience had significant positive effects on the later period creativity, as well as the previous creativity turned out to have significant positive effect on the later period artistic experience. There were no gender differences in the autoregressive cross-lagged effect between artistic experience. and creativity, which shows the two variable’s reciprocal relations. These results suggested the possibility of art experience as a method for creativity education and educational meaning. Finally, further directions for creativity education and future research were discussed.

Education Plan for Kindergarten Children in Multicultural Families - Focusing on Seoul Multicultural Kindergartens -

Purpose: This study set out to analyze educational support for young children in kindergarten from multicultural families by analyzing field cases of multicultural kindergartens in Seoul as one of the multicultural education policies set by the Ministry of Education and investigating the ways the educational policies were interpreted and implemented. Method: For this purpose, the study analyzed the content of interviews and written opinions about multicultural kindergartens providing multicultural education at eight multicultural kindergartens under the supervision of the Seoul Education Office from the perspectives of parents, teachers, and young children. Results: The findings were as follows. The parents had expectations that all the members of the organization would improve their multicultural perceptions and reduce discriminating perceptions of children from multicultural families through education on cultural diversity in multicultural education programs. By participating in a multicultural education program at a kindergarten, the parents were able to form networks and received help from it for the education of their children. Teachers said that the perceptions of multiculture have improved through this education to promote multicultural understanding. They did have difficulties with the counseling sessions with young children and providing instructions about life at kindergartens due to the lack of communication with their multicultural parents. They requested the development of multicultural teaching materials and tools for young children that are applicable to Korean education and lessons for multicultural parents.The young children were able to form peer relationships and develop their communication skills through multicultural education programs. The kindergarten administrators proposed to provide supplementations in regards to Korean education for multicultural parents due to a shortage of programs for multicultural parents, medical expense support for unregistered children, flexibility in subsidies for policy management, and connections to kindergarten and elementary schools for multicultural children. Conclusion: Today, there are a total of eight multicultural kindergartens in Seoul. The expansion of multicultural kindergartens as part of the multicultural education policies and directions will help to bring up future talents with multicultural capabilities in society and build a mature educational environment where various cultures can coexist.

체육계열 대학생의 그릿(Grit)이 진로결정자기효능감과 진로준비행동에 미치는 영향

The purpose of this study is to investigate the effect of Grit on career decision making self-efficacy and career preparation behaviors of university students in physical education. The purpose of this study is to examine the effect of Grit on university students in physical education in Seoul and Gyeonggido. The data were analyzed by frequency, factor analysis, correlation analysis, regression analysis, and structural equation modeling using SPSS 21.0 program and AMOS 21.0 program. Based on the results and discussions, the following conclusions were obtained. First, all variables such as steady effort and continuous interest, which are sub-factors of Grit, had a positive influence on all of the sub-factors of career decision making self-efficacy, such as goal selection, future planning and job information. These results indicate that Grit is a very important variable to enhance career decision making self-efficacy. Second, all variables such as steady effort and continuous interest, which are sub-factors of Grit, had a positive influence on career exploration behavior, information gathering behavior, and job experience behavior. These results indicate that Grit is a very important variable for enhancing career preparation behavior. Third, all variables such as goal selection, future plan, and job information, which are sub-factors of career decision making self-efficacy, have positive significance in career exploration behavior, information gathering behavior, It affected. These results indicate that career decision making self-efficacy of university students is a very important variable to enhance career preparation behavior. Fourth, the relationship among Grit, career decision making self-efficacy and career preparation behavior was confirmed, and it was confirmed that there was a positive causality between each variables.

A Comparison of Various Piecewise Latent Growth Modeling

잠재성장모형은 종단연구에서 주로 활용되고 있으며, 변화 측정에 매우 유연하다. 교육학 분야에서는 초등학교에서 고등학교까지의 교육성과를 확인하기 위해 학교급의 변화를 반영할 수 있는 분할 잠재성장모형의 소개 및 적용의 필요성이 제기되고 있다. 이에 본 연구는 서울교육종단연구(Seoul Education Longitudinal Study)의 1차(초등학교 4학년)-8차(고등학교 2학년) 학업성취도 자료를 활용하여 학교급의 변화를 반영하여 적용할 수 있는 5가지 분할 잠재성장모형을 모형화하여 제시하였다. 구체적으로 분할 잠재성장모형, 비연속 분할 잠재성장모형, 선형-비선형 분할 잠재성장모형, 선형-비선형 비연속 분할 잠재성장모형, 초․중․고 분할 잠재성장모형을 적용하였다. 본 연구는 패널자료가 장기간 축적됨에 따라 자료의 특성에 맞는 잠재성장모형을 탐색해야 할 필요성을 강조하며, 다양한 분할 잠재성장모형을 패널자료에 적용하여 잠재성장모형의 활용 가능성을 높였다는 데 의의가 있다.Latent growth modeling(LGM) has been popularly used in longitudinal data analysis, and the LGM approach is extremely flexible in the measurement of change. In educational field, in order to confirm the performance in education from elementary to high school, the characteristics of data should be reflected in the model. This study presented five piecewise LGMs that can be applied to changes of the school stages. Specifically, piecewise LGM, discontinuous piecewise LGM, linear-nonlinear piecewise LGM, linear-nonlinear discontinuous piecewise LGM and multiphase piecewise LGM were applied to Seoul Education Longitudinal Study(SELS) panel data(from 1st to 8th waves). This study emphasized the necessity of exploring various piecewise LGMs to fit the characteristics of data and increased possibility of using various piecewise LGMs.

The relations among middle school students’ perceived school climate, trajectories of self-resilience, and self-directed learning

이 연구의 목적은 자기결정성이론을 바탕으로 중학생이 인식하는 학교풍토, 자아탄력성의 궤적, 자기주도학습의 관계를 살펴보고자 한 것이다. 자기결정성 이론 중 기본심리욕구 이론에 기반을 둘 때, 학교풍토는 개인의 심리적 성장을 가능하게 하는 하나의 맥락으로 볼 수 있다. 그리고 학교풍토를 통해 자아탄력성과 같은 심리적 성장이 가능할 때 학습현장에서 청소년의 자기주도학습 수준이 향상될 수 있다. 이 연구는 이러한 이론적 가정을 실증적으로 검증하는 것을 목적으로 하였다. 이를위해 서울교육종단연구(SELS 2010)의 초등4 패널이 중학교 1-3학년 시기에 해당하는 4-6차년도 자료를 활용하여 학교풍토(4차년도), 자아탄력성의 궤적(4, 5, 6차년도), 자기주도학습(4, 6차년도)의 관계를 알아보았다. 주요 결과는 다음과 같다. 첫째, 중학생의 자아탄력성은 시간의 흐름에 따라 감소하였고, 이러한 경향에는 개인차가 있었다. 둘째, 중학생이 학교풍토를 긍정적으로 인식할수록 자아탄력성과 자기주도학습 수준이 높았고, 자아탄력성이 감소해가는 기울기가 완만하면 자기주도학습 수준이 높았다. 이러한 연구 결과를 통해 청소년의 자기주도학습 수준 향상에 학교풍토 및 그에 기인한 자아탄력성의 발달이 중요한 요인이 될 수 있음을 밝혔다. 또한 이를 근거로 하여 청소년의 자기주도학습 수준 향상을 위해 학교 및 관련기관에서 어떠한 측면에 힘써야 할 것인지에 대한 시사점을 제시하였다.According to the basic psychological needs theory of the self-determination theory, school climate can be regarded as a context that enables an individual’s psychological growth. Moreover, when the psychological growth such as self-resilience is achieved through the school climate, the self-directed learning level of adolescents can, theoretically, be improved in the learning field. To verify these theoretical assumptions, we applied the latent growth curve modeling analysis on 4th to 6th waves of data (4th grade of elementary school panel of Seoul Education Longitudinal Study) and investigated the relations among middle school students’ ratings on the school climate, the trajectories of the self-resilience level, and the self-directed learning level. The main results are as follows. First, the students’ self-resilience level decreased through 4th to 6th waves. Also, there were individual differences in this declining tendency. Second, as the adolescents perceived the school climate more positively, their self-resilience and the self-directed learning level increased. In addition, the self-directed learning level was found to be higher as the slope of self-resilience decreased slowly. The results of this study show that the school climate and the self-resilience of middle school students were important factors for improving the level of students’ self-directed learning. Based on these results, we suggest several implications for improving the level of student’s self-directed learning for the schools and other related organizations.

Latent Classes by Trajectories of Students’ Perceptions of Classroom Instruction and Assessment: Their Relationships with Student Characteristics and Teacher-Instructional Factors

본 연구의 목적은 중학생의 교과별(국어, 수학, 영어) 수업 및 평가 인식의 종단적 변화 양상과 학생 특성 및 교사-수업 요인과의 관계를 탐색하는 것이다. 이를 위해 서울교육종 단연구 초4패널 4~6차년도의 세 시점 자료를 활용하였으며, 수업 및 평가 인식은 교사의 교수활동 및 과제점검에 대한 학생의 인식으로 정의하였다. 본 연구에서는 중학교 시기 수업 및 평가 인식 변화의 다양성을 고려하여 성장궤적이 이질적인 유형으로 나타날 것이라 가정하였다. 이에 따라 3-step 방식에 기반한 잠재계층성장분석(Asparouhov & Muthen, 2013)을 실시한 결과, 모든 교과에서 수업 및 평가 인식 변화의 잠재계층은 수업 및 평가 인식이 3년 동안 높은 수준을 유지하는 상유지집단(65.6∼69.5%), 인식이 점차 높아지는 상승집단(22.9∼24.3%), 인식이 낮아지는 하락집단(7.6∼10.1%)으로 분류되었다. 둘째, 잠재 계층을 예측하는 요인을 탐색한 결과, 모든 교과에서 교사-학생 관계가 긍정적일수록 하락집단 및 상승집단 보다는 상유지집단에 속할 확률이 높았다. 셋째, 학습노력, 학습방법, 수업참여, 학업성취도는 상유지 집단이 가장 높은 것으로 나타났다. 마지막으로 본 연구 결과를 바탕으로 효과적인 수업 및 평가에 관한 교육적 시사점 및 논의를 제안하였다.The purposes of this study are to explore latent classes depending on trajectories of students’ perception of instruction and assessment in the three subjects(Korean, Mathematics, English) and to investigate their relationships with student characteristics and teacher-instructional factors in middle school. For these purposes, we used the three-point data from the fourth grade panel of SELS(seoul education longitudinal study). First, we assumed that the growth trajectory of instruction and assessment perception during middle school would appear as a heterogeneous type and conducted LCGA(latent class growth analysis). The results of this study are as follows. In all subjects, the latent classes of instruction and assessment perceptions are divided into three such as a) a high-level maintaining group(65.6 ∼69.5%), b) a increasing-group(22.9∼24.3%) and c) a decreasing-group(7.6∼ 10.1%). Second, When the teacher-student relationship is positive, the students are more likely to belong to the high-level maintaining-group. Third, the high-level maintaining group showed the highest learning effort, learning method, class participation, and academic achievement among the three latent classes. Finally, based on the results of this study, we suggest educational implications and discussions on effective teaching and evaluation methods.