• Journal of Digital Convergence
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• v.18 no.11
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• pp.31-41
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• 2020

This study analyzed parents' school satisfaction longitudinally using data from the 1st, 3rd, and 5th wave data of the Korea Education Longitudinal Study(KELS)2013. The subjects of analysis are parents who responded without dropping out in the first, third and fifth panel of the KELS2013, and 4,227 cases that had no missing values in the variables were selected for the sample to input for analysis of the latent growth modeling(LGM). As a result, it is confirmed that the parents' education, educational support, and children's academic achievement have a positive effect on the parents' school satisfaction. But the parents' educational view and education cost have a negative effect on that. The results of this study are expected to be important information to help enhance the primary function of the school.

• Journal of Gifted/Talented Education
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• v.23 no.1
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• pp.49-65
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• 2013

The purpose of this study is to investigate the longitudinal impact of the engagement of private tutoring on student achievement and the influence of the engagement of gifted education on the effect of private tutoring by applying hierarchical linear growth modeling technique on the KELS (Korean Education Longitudinal Study) data. For the analysis, we used KELS data including the score of Mathematics achievement from 2005 to 2007 in order to get useful variables like whether or not to engage private tutoring, weekly time and monthly cost of private tutoring, the experience of gifted education, gender, prior achievement of 6th grade, parents' monthly income, internal motivation and self-efficacy. The sample consisted of 4,435 7th graders from Korean middle schools who were included in the KELS and have the data available to a significant dataset having no missing values include. The result suggest that the private tutoring experience predicted students' high Mathematics achievement and the interaction between grade and private tutoring time and cost has negative impact on the mathematics achievement. In contrast, it was found that the experience of gifted education has negative impact on the growth of mathematics achievement, but positive impact on the effect of private tutoring cost on the mathematics achievement. In other words, the experience of gifted education shows affirmative impact on the effect of private tutoring cost on the mathematics achievement indirectly. On the basis of this results, we discussed deeply the effect of private tutoring on the Mathematics achievement and the influence and its meaning of the experience of gifted education on the effect of private tutoring.

• Korean Educational Research Journal
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• v.40 no.3
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• pp.1-16
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• 2019

The purpose of this study is to explore the factors related to high school students 'academic stress. This study uses data from KEDI's(KELS 2013 6th). The data were analyzed using descriptive statistics, Pearson correlation analysis, and hierarchical analysis using the SPSS Statistics program. The results of the study are as follows. First, personal factors, social support factors, and family-related factors showed statistically significant correlation with academic stress. Second, personal factors, family-related factors, and social support factors were all found to have statistically significant effects on high school students' academic stress. After controlling the personal factors and family-related factors, the social support factors further explain the academic stress of high school students by two percent, and the most influential variable among social support factors was the relationship with their parents.

• Journal of Korean Home Economics Education Association
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• v.34 no.2
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• pp.77-93
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• 2022

The purpose of this study was to identify the latent profiles according to the core competencies of middle school students and to examine whether the parent-child relationship predicts the latent profiles based on the core competencies for students defined by the Korean Ministry of Education. To achieve the purpose of the study, a total of 6,065 second-year middle school students were analyzed from the fourth year of the Korean Educational Longitudinal Study (KELS 2013), which was conducted by the Korean Educational Development Institute in 2016. The results of latent profile analysis and multinomial logistic regression are as follows. First, three latent profiles (higher competency group (19.54%), middle competency group (49.03%), and lower competency group (31.43%)) were derived according to the core competencies. For all groups, the highest competency was communication ability, and the lowest was creative ability. Second, the variables of the parent-child relationship (i.e., parental academic support, emotional support, and attachment level) were significant in predicting differences among the core competency latent profiles. In particular, the emotional support of parents was found to have the greatest influence on the core competencies of middle school students. This study identified the influence of the parent-child relationship on the development of core competencies. Further, it showed that a good family relationship is important for the holistic development of adolescents.