• The Journal of the Korea Contents Association
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• v.19 no.5
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• pp.178-186
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• 2019

Previous studies have shown the significant association between loneliness and game addiction. To determine the causal relationship between them, the present study utilized a series of autoregressive cross-lagged models to early adolescent panel data (N = 346) from KOCCA's Game User Panel Research. Results indicated that loneliness and game addiction, respectively, had relatively strong and stable autoregressive effects across four time points. Also, game addiction at a prior time increased loneliness at a later time, but loneliness was not significantly related to game addiction later in time. These results suggest that game addiction may cause loneliness, not the vice versa.

• Journal of the Korean Society of Child Welfare
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• no.59
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• pp.1-23
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• 2017

Using a subsample of 3,409 unmarried smothers and their children from the Fragile Families and Child Wellbeing study, the present study examined the cross-lagged effects of unmarried fathers' involvement on their children's behavior problems. Father involvement was used as a latent variable to measure the frequency of fathers' visits to the child, fathers' instrumental support, and their supportive parenting. Both variables of father involvement and child behavior problems were repeatedly measured at child ages 3, 5, and 9 to estimate their trends over time. The results indicated that fathers' more active engagement in parenting at child ages 3 to 5 reduced behavior problems in children at ages 5 to 9. Further discussions include programs and services to support unmarried fathers through education and training opportunities for effective parenting, relationship skills, and conflict resolutions as well as policy strategies to encourage their continuous involvement in the lives of their children.

• Korean Journal of Social Welfare Studies
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• v.48 no.3
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• pp.29-55
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• 2017

This study aims to examine how children's life satisfaction is interrelated with parents' life satisfaction longitudinally. Autoregressive cross-lagged model was employed to analyze the interrelationship between children's and parents' life satisfaction. This study used 6 waves (Elementary school 4th year to Middle school 3rd year) from the Korean Children and Youth Panel Study (KCYPS). The sample size was 1,963 families with child and parent. Key findings are as follows: First, children's and parents' life satisfaction, respectively, was found to influence each other during the study period. Second, parents' life satisfaction were found to have positive and significant cross-lagged impacts on children's life satisfaction. Third, similarly, children's life satisfaction was positively related to parents' life satisfaction longitudinally. The findings suggest that children's and parents' life satisfaction are interrelated in an autoregressive cross-lagged model. This study concludes with implications for enhancing children's and parents' life satisfaction.

• Korean Journal of Health Psychology
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• v.16 no.3
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• pp.609-622
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• 2011

The purpose of this study is to investigate the causality between life satisfaction and domain satisfactions. For this study, data were collected from 207 respondents. They completed World Health Organization Quality of Life Assessment Instrument - Brief (WHOQOL-BREF) which is self-report questionnaire asking about life satisfaction and domain satisfactions. For data analysis, the verification procedure by autoregressive crosslagged modeling of structural equation was used. The analysis results of measures showed the causal relation between the two variables, that is, domain satisfactions acted as cause of life satisfaction. There were discussions on the issues about the analysis method of the autoregressive crosslagged modeling, the implications of the results, and the limits of the research. This study ascertained the intervention direction between life satisfaction and domain satisfactions to promote life satisfaction.

• Korean Journal of Social Welfare
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• v.61 no.4
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• pp.287-306
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• 2009

This study examines the effect of children's school satisfaction on academic achievement using the Seoul Children Panel Study data. More specifically, this study aims to add new knowledge to understaning the causal relationship between school satisfaction and academic achievement by taking into account of temporal order of the events of interest. In the analysis, we examine the effect of school satisfaction at the 4th- and 5th- grades on academic achievement at the 6th grade while controlling for the other factors including the level of academic achievement at the 4th grade. The results show that children's school satisfaction significantly affects their academic achievement. The findings of this study have implications for the school social welfare programs that attempt to improve academic achievement of children by raising the level of school satisfaction among children.

• Journal of Digital Convergence
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• v.19 no.6
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• pp.373-385
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• 2021

In this study, the Korea Youth Policy Institute applied a self-registering model to verify the patterns of parental stress, multicultural youth psychological maladjustment, and interdependence between three factors by using five-point-time data tracked from middle school to high school. According to the analysis, First, Parent' stress at the time of the five surveys had a significant positive effect on the psychological maladjustment and the risk of academic interruption of multicultural adolescents at that point. Second, the psychological maladaptation of multicultural adolescents at the time of the previous five surveys had a significant positive effect on the risk of academic interruption at that point. Based on these analysis results, various support measures were proposed to cope with the stress of multicultural youth parents, and policy alternatives were proposed to prevent the risk of academic interruption by reducing the psychological maladjustment of multicultural youth.

• The Mathematical Education
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• v.61 no.2
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• pp.359-373
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• 2022

This study aims to examine the differences in the longitudinal relationship between academic stress, mathematics self-efficacy, and engagement in mathematics class according to the math achievement level. According to the results, academic stress, math self-efficacy, and math class engagement were stable over time for the high and low groups. Also, In the high group, math self-efficacy had a negative longitudinal mediation effect in the influence of academic stress to math class engagement. Whereas, in the low group math class engagement had a positive longitudinal mediation effect in the influence of academic stress to math self-efficacy. This means that the academic stress affects differently according to the math achievement level, and mathematics teachers should reflect these results in their teaching/learning strategies so that students can increase their mathematics self-efficacy along with their engagement in mathematics classes.

• Journal of the Korea Society of Computer and Information
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• v.27 no.9
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• pp.177-190
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• 2022

In this study, using data from the second wave of Panel Survey of Employment for The Disabled[PESD] (2016) to the sixth year (2021), the longitudinal changes between disability acceptance and job satisfaction of adult wage workers aged 20 or older with disabilities and the correlation An autoregressive cross-lagged model was applied to analyze the causal relationship. As a result of the analysis, first, the disability acceptance and job satisfaction at the previous time point of the disabled workers were stably significant to the disability acceptance(𝛽=.556~.610) and job satisfaction(𝛽=.554~.585) at the later time point. Second, disability acceptance at the previous point in time for wage workers with disabilities crosses the job satisfaction at the later time point(𝛽=.077~.090), and the job satisfaction at the previous point crosses the disability acceptance at the later time point(𝛽=.087~.092). Third, as a result of model fit analysis according to the gender group of wage workers with disabilities, the difference in the autoregressive effect between disability acceptance and job satisfaction and the cross-lagged effect between disability acceptance and job satisfaction according to the passage of time was not significant.

• Science of Emotion and Sensibility
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• v.22 no.4
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• pp.85-96
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• 2019

The relative extrinsic value orientation (REVO) means the relative importance to extrinsic values (e.g. wealth, fame and social approval) compared with intrinsic values (e.g. affiliation, self-acceptance and personal growth). This study aimed to investigate the causal relation between REVO and life-satisfaction using the auto-regressive cross-lagged modeling. For this purpose, 3rd, 5th, and 7th year data from the Korea Children and Youth Panel Survey (KCYPS) middle school 1st grade panel was analyzed (N = 2,259; 1,140 males and 1,119 females). The results are as follows; Firstly, positive auto-regressive effects of REVO and life-satisfaction were significant. Secondly, REVO was found to have negative and cross-lagged effect on life-satisfaction. However, cross-lagged effect from life-satisfaction to REVO was not significant. Finally, no gender difference was found in this relationship. These results suggest that low life satisfaction does not cause the relative extrinsic value orientation, but high relative extrinsic value orientation may cause low life satisfaction.

• Journal of vocational education research
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• v.35 no.4
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• pp.89-107
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• 2016

The purpose of this study was to verify the causal relationship between self-directed learning ability and career maturity by Middle and High School Students in Seoul. This study used Seoul Education Longitudinal Study(SELS) data. Using autoregressive cross-lagged modeling, the results was followed. first, self-directed learning ability value was had a statistically significant positive effect in accordance with the time course from middle school 1st grade to high school 3rd grade. Second, career maturity also had a statistically significant positive effect in accordance with the time course from middle school 1st grade to high school 3rd grade. Third, previous self-directed learning ability had significant positive effect on the later career maturity, but the previous career maturity had no significant effect on later self-directed learning ability.