• Education of Primary School Mathematics
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• v.24 no.1
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• pp.1-20
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• 2021

Factors influencing mathematics academic achievement are constantly changing and have direct and indirect effects on mathematics achievement, so longitudinal studies that can predict and analyze their growth are needed. This study uses longitudinal data on students from 2011 (5th grade of elementary school) to 2015 (2nd grade of middle school) of the Seoul Education Longitudinal Study, and divides them into groups with similar longitudinal changes in mathematics academic achievement. The direct and indirect effects of learning attitudes and achievement goals were examined. As a result of the study, it was found that learning effort and learning attitude had a direct effect on mathematics achievement in 1 group (2277 students, 67.7%), and learning attitude had a direct effect on mathematics achievement in 3 groups (958 students, 28.5%). And it was found that learning effort h ad an indirect effect. In addition, it was found that both learning attitudes, learning efforts, and achievement goals had no effect on the academic achievement of mathematics in the second group (127 students, 3.8%).

• Education of Primary School Mathematics
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• v.23 no.4
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• pp.207-227
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• 2020

The demand for private education in Korea is steadily increasing every year, and the participation rate of private education is increasing as the grade goes down. In order to empirically verify the effectiveness of private education, it is necessary to analyze through longitudinal data that has been mainly investigated over a long period of time. This study investigated the longitudinal changes in mathematics academic achievement and participation time in mathematics private education using longitudinal data from 2013 (4th grade in elementary school) to 2017 (2nd grade in middle school) of the Seoul Education Longitudinal Study. The students were divided into groups in which mathematics academic achievement changed similarly as the grade went up, and the effect of mathematics academic achievement was examined according to the change of participation time in private mathematics education for each group. As a result of the study, it was found that the participation time of private math education of all students continuously increased from the 5th grade of elementary school to the 2nd grade of middle school, and the participation time of private math education by group was different. In addition, the effect of private tutoring by group was different according to the group.

• Communications of Mathematical Education
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• v.35 no.1
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• pp.97-118
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• 2021

Since the characteristics of teachers that affect mathematics academic achievement are constantly changing and affecting mathematics achievement, longitudinal studies that can predict and analyze growth are needed. This study used data from middle and high school students from 2013(first year of middle school) to 2017(second year of high school) of the Seoul Education Longitudibal Study(SELS). By classifying the longitudinal changes in mathematics academic achievement into similar subgroups, the direct influence of teachers' characteristics(professionalism, expectations, academic feedback) perceived by students on the longitudinal changes in mathematics academic achievement was examined. As a result of the study, it was found that the characteristics of mathematics teachers(professional performance, expectation, and academic feedback) in group 1(343 students), which included the top 14.5% of students, did not directly affect longitudinal changes in mathematics academic achievement. Students in the middle 2nd group(745, 32.2%) had academic feedback from the mathematics teacher, and the 2nd group(1225 students) in the lower 53%, which included most of the students, showed that the expectations of the mathematics teacher were the longitudinal mathematics achievement. The change has been shown to have a direct effect. This suggests that support for teaching and learning should also reflect this, as the direct influence of teachers' professionalism, expectations, and academic feedback on longitudinal changes in mathematics academic achievement is different according to the characteristics and dispositions of students.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.525-544
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• 2020

There are many factors that affect academic achievement, and the influences of those factors are also complex. Since the factors that influence mathematics academic achievement are constantly changing and developing, longitudinal studies to predict and analyze the growth of learners are needed. This study uses longitudinal data from 2014 (second year of middle school) to 2017 (second year of high school) of the Seoul Education Longitudibal Study, and divides it into groups with similar longitudinal patterns of change in mathematics academic achievement. The longitudinal change patterns and direct influence of mood and satisfaction were examined. As a result of the study, it was found that the mathematics academic achievement of the first group (1456 students, 68.3%) including the majority of students and the second group (677 students) of the top 31.7% had a direct influence on the mathematics class attitude. It was found that the mood and satisfaction of mathematics classes did not have a direct effect. In addition, the influence of mathematics class attitude on mathematics academic achievement was different according to the group. In addition, students in group 2 with high academic achievement in mathematics showed higher mathematics class attitude, mood, and satisfaction. In addition, the attitude, atmosphere, and satisfaction of mathematics classes were found to change continuously from the second year of middle school to the second year of high school, and the extent of the change was small.

• 한국노년학
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• v.37 no.1
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• pp.15-32
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• 2017

The current study aims to identify the heterogeneous changes of functional disabilities in old age rather than to identify an average longitudinal pattern and to explore the effect of health status and social status as risk factors in functional disability trajectories. The sample consisted of a representative sample of community dwellers aged 65 and older from the Korean Longitudinal Study of Ageing (2006 - 2012) was the focus of the study. Latent Class Growth Analysis was used to identify the functional disability trajectory groups. Variables regarding health status and social status changes by class were identified using multinomial logistic regression. The results showed various change patterns in functional disability, which include independent (78%), stable high (4.4%), steeply increasing (7.1%), slightly increasing (5.5%), and moderate to low (4.7%). Aggravation in depressive symptoms and cognitive functions as well as decline in social participations and social engagements were significant predictors of membership in increasing group of functional disability. The findings provide important initial empirical information to target clinical practice and have implications in the importance of conducting research on groups with different characteristics.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.5
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• pp.344-352
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• 2020

The purpose of this study was to identify the latent classes in the changing patterns of marital conflict perceived by mothers to explore its relationship with the changing patterns of mothers' depression, school readiness, self-esteem, and happiness of their children five years after their birth. A total of 1,243 responses from the 1st (2008) to 5th (2012) and 7th (2014) to 10th (2017) Korean Child and Youth Panel Study(KCYPS) were analyzed by Latent Growth Modeling (LGM) and Growth Mixture Analysis (GMA). The results were as follows. First, three changing patterns in the mothers' perceived marital conflict groups were identified: low-low changing, average-uptrend, and high-unchanging group. Second, an increasing pattern of depression was found from mothers of high-unchanging group over five years. Third, school readiness for their children was differentiated according to the latent classes. In particular, children from the low-low changing group showed higher readiness as well as self-esteem and happiness. Fourth, children from mothers of the low-low changing group showed high self-esteem and happiness in lower grades in elementary school. The results of this study suggest that the mothers' perceived marital conflict had an influence on themselves as well as their children's school related behaviors. Suggestions for an intervention program to resolve marital conflict are also discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.4
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• pp.383-394
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• 2018

This study analyzed the latent profile for identifying the difference in the dependence on smartphone use among middle school students in the 1st grade using the Korean Children and Youth Panel Survey (KCYPS). From the result of this study, first the latent class was separated according to the type of dependence on smartphone use. Class 1 included the students (from fifth grade in elementary school) whose level of reliance on smartphone use was low. Class 2 was selected as the group whose level of reliance on smartphone was high. Secondly, in comparing class 2 to class 1, it was found that the students who have a high probability of being in class 1 were those whose fathers are high achievers, have high early self-esteem and less age attachment. Thirdly, the students in class 1 had a higher sense of neglect than those in class 2. Furthermore, the self-determination of the students in class 2 mediated the effect of neglect on the adolescents' dependence on smartphone use both directly and indirectly.