• The Mathematical Education
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• v.61 no.1
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• pp.127-156
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• 2022

This study used the data of students from the 6th grade to the 3rd grade of middle schoolin the Korean Educational Longitudinal Study 2013 and classified them into subgroups with similar longitudinal changes in math academic achievement. In addition, the influence of longitudinal changes in the group's academic self-concept and teachers and parents academic support on the longitudinal changes in math academic achievement were analyzed, either directly or indirectly. As a result of the analysis, it was found that the academic self-concept of each group had a positive influence on the academic achievement in mathematics. In addition, the academic support of teachers and parents was found to have a positive influence on the academic achievement in mathematics through the mediating of the academic self-concept. In terms of direct and indirect influence on academic self-concept and math vertical scale scores, it was found that teachers' academic support had more influence than parents' academic support. The educational implications of these points were discussed.

• Steel and Composite Structures
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• v.47 no.6
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• pp.709-728
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• 2023

Experimental and analytical studies were conducted to clarify the influencing mechanisms of the longitudinal reinforcement on performance of axially loaded Reinforced Concrete-Filled Steel Tube (R-CFST) short columns. The longitudinal reinforcement ratio was set as parameter, and 10 R-CFST specimens with five different ratios and three Concrete-Filled Steel Tube (CFST) specimens for comparison were prepared and tested. Based on the test results, the failure modes, load transfer responses, peak load, stiffness, yield to strength ratio, ductility, fracture toughness, composite efficiency and stress state of steel tube were theoretically analyzed. To further examine, analytical investigations were then performed, material model for concrete core was proposed and verified against the test, and thereafter 36 model specimens with four different wall-thickness of steel tube, coupling with nine reinforcement ratios, were simulated. Finally, considering the experimental and analytical results, the prediction equations for ultimate load bearing capacity of R-CFSTs were modified from the equations of CFSTs given in codes, and a new equation which embeds the effect of reinforcement was proposed, and equations were validated against experimental data. The results indicate that longitudinal reinforcement significantly impacts the behavior of R-CFST as steel tube does; the proposed analytical model is effective and reasonable; proper ratios of longitudinal reinforcement enable the R-CFSTs obtain better balance between the performance and the construction cost, and the range for the proper ratios is recommended between 1.0% and 3.0%, regardless of wall-thickness of steel tube; the proposed equation is recommended for more accurate and stable prediction of the strength of R-CFSTs.

• The Korean Journal of Applied Statistics
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• v.37 no.1
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• pp.61-72
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• 2024

The purpose of this study is to investigate retest reliabilities in longitudinal study, the same test is administered repeatedly over time. Linear mixed models were used to establish various situations of tests occurred in longitudinal study. Combination of two types of true value and three types of systematic error was considered. In order to apply the models to real longitudinal data, height data from the Berkeley growth study and vocabulary score data from the University of Chicago experimental school were used. Using the mixed model, there is an advantage that the reliability can be determined by selecting the covariance structure of the true value and the error separately. However, in order to properly analyze the reliability, researchers need to consider variations that can occur in measurement, such as characteristics of subject, the test, and the the treatment applied in the study. And the proper model should be selected and the quality of the measurement should be evaluated for each trial.

• Journal of Korea Water Resources Association
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• v.48 no.4
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• pp.299-308
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• 2015

The aim of this study is that a theoretical formula for estimating the one-dimensional longitudinal dispersion coefficient is derived based on a transverse distribution equation for the depth averaged stream-wise velocity in open channel. In "Part I. Theoretical equation for stream-wise velocity" which is the former volume of this article, the velocity distribution equation is derived analytically based on the Shiono-Knight Method (SKM). And then incorporating the velocity distribution equation into a triple integral formula which was proposed by Fischer (1968), the one-dimensional longitudinal dispersion coefficient can be derived theoretically in "Part II. Longitudinal dispersion coefficient" which is the latter volume of this article. The proposed equations for the velocity distribution and the longitudinal dispersion coefficient are verified by using observed data set. As a result, the non-dimensional longitudinal dispersion coefficient is inversely proportional to square of the Manning's roughness coefficient and the non-dimensional transverse dispersion coefficient, and is directly proportional to square of the aspect ratio (channel width to depth).

• Journal of the Korean Data and Information Science Society
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• v.17 no.4
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• pp.1053-1065
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• 2006

This paper proposes a method in one-way layouts for longitudinal data with informative drop-out. When dropouts are informative, that is, correlated with unobserved data and/or the previous observed data, the simple imputation methods such as 'last observation carried forward' (LOCF) methods would arise the bias of the testing models. The maximum likelihood procedure combined with a logit model for the drop-out process is proposed to test treatment effects for one factorial designs and compared with LOCF method in two examples.

• Journal of the Korean Institute of Navigation
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• v.8 no.2
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• pp.43-50
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• 1984

When the static load is applied to the ship's hull the deflection due to the bending moment from longitudinal direction has not been considered in the usual calculation of maximum bending moment. In fact, however, the deflection of ship's hull must be affected by the above-stated bending moment, and in this case the value of the maximum bending moment would be lessened in comparision with the result of usual calculation. In this paper, the author at first calculated the difference between the two values in case of rectangular barge, and suggested a practical criterion of longitudinal strength.

• Human Ecology Research
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• v.54 no.3
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• pp.321-332
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• 2016

This study clarified the maintenance of relationship between children and teachers based on longitudinal data and explored the latent classes. It clarified the latent classes connection with the children's peer play interaction. The subjects of this study were 194 children (aged 3) who attended 11 different kindergartens and daycare centers. We collected data three times (once every 6 months) until they reached age 4. The results of this study were: first, closeness, conflict, and dependence of child-teacher relationship that showed a continuous short-term connection. Second, we classified the child-teacher relationship into three groups according to longitudinal data. Those groups were, 'low level maintenance group' which had the lowest conflict and dependence compared to the highest closeness with teacher, 'middle level maintenance group' which had the teacher relationship in the middle level of the sub element area, and 'high level maintenance group' which showed high conflict and dependence compared to low closeness with the teacher. Third, the group which maintains a longitudinal high conflict.dependence showed more interruption and disruption behavior than the group which maintained a low conflict and dependence. In conclusion, the child-teacher relationship seemed to be the steady characteristic because it showed the early formation of a stable relationship. It was possible to predict the child's peer interaction through an early child-teacher relationship. Teachers need to be educated by the kindergarten and daily care center because the early formation of a child-teacher relationship can be the foundation of child's later peer and teacher relationships.

• Human Ecology Research
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• v.58 no.2
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• pp.163-176
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• 2020

Longitudinal studies have shown mixed findings on the association between body image dissatisfaction and self-esteem among adolescents. This study examined the longitudinal, reciprocal influences between body image dissatisfaction and self-esteem among Korean pre- and early adolescents by using nationally representative longitudinal panel data from the Korean Youth Panel Study (KYPS). Analyses based on 2,230 participants indicated that girls' body image dissatisfaction was significantly higher than boys'. The trajectory of body image dissatisfaction increased sharply during pre- and early adolescence, but stabilized afterwards for both boys and girls. Self-esteem deteriorated rapidly initially, but began to recover as adolescent girls and boys matured. Structural equation modeling showed that reciprocal influences between body image dissatisfaction and self-esteem were detected for boys. Body image dissatisfaction among girls predicted self-esteem during the entire period, while the opposite direction from self-esteem to body image dissatisfaction emerged two years later. The present study found that, during pre- and early adolescence, body image dissatisfaction and self-esteem develop in a circular fashion by forming a vicious cycle. Implications for the development of intervention and prevention programs are discussed in consideration of age and gender.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.17-32
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• 2001

The purpose of this study was to explore the developmental patterns of self-concept of pre-adolescents and adolescents by using the longitudinal data originated by the Korean Institute for Research in the Behavioral Sciences (KIRBS). Specifically, using Structural Equation Modeling (SEM), the effects of parents and peer groups on the stability and change of self-concept were examined across a 9-year-period. The subjects were 62 children(29 boys and 33 girls) from the KIRBS longitudinal data. The results showed that, peer relationships revealed consistent effects on children's self-concept from pre-adolescence to mid-adolescence. In particular, this influence was most evident at 7 years of age and at 16 years of age. However, parental influence was almost non-existent for 7-year-olds, equivalent to peer relationships for 10-year-olds, and decreased for 16-year-olds. On the whole, parental and peer influence on self-concept gradually decrease in adolescence. Nevertheless, parental and peer influence continue to maintain a certain level of influence from childhood to adolescence. This study provides an understanding of developmental change and stability in the self-concept of Korean adolescents.

• Journal of the Korea Society of Computer and Information
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• v.24 no.7
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• pp.153-160
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• 2019

This study aims to analyze the mutual influences between adolescents' multicultural acceptability and school adjustment. Research problems for research are as follows. First, is multicultural acceptability and school adjustment stable over time? Second, what is the longitudinal impact of school adjustment on multicultural acceptability over time? Third, what is the longitudinal impact of multicultural acceptability on school adjustment over time? The results of analyzing the research problems by applying the autoregressive cross-lagged model are as follows. First, the autoregressive model of school adjustment has a significant effect on the future time point and is stable over time. Second, the autoregressive model of multicultural acceptability have a significant effect on the future time point and is stable over time. Third, cross-lagged effect from school adjustment to multicultural acceptability has a statistically significant effect on the multicultural acceptability at a later time, and is stable over time. Fourth, cross-lagged effect from multicultural acceptability to school adjustment was not statistically significant at the time of multicultural acceptability, and there was no change with time. This study is meaningful to provide the theoretical and practical implications by verifying the influence of the three - year term data over time.