• The Mathematical Education
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• v.57 no.2
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• pp.75-92
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• 2018

Based on Perceptions about Mathematics Teachers (PMT) perceived by high school students, measured by 2189 students from Seoul Educational Longitudinal Study 2014 (SELS 2014), latent profile analysis (LPA) identified five distinct types of student groups (positive, partial positive, middle, negative, extreme negative). These student of positive, middle, and negative groups are positive, moderate and negative perceptions about math teachers. Partial positive group generally had a positive perception about mathematics teachers, extremely negative group was very negative about mathematics teachers. Both of these groups had peculiarly inconsistent trends and several anomalies. The Multinomial logistic regression analyses also indicated that individual factors (gender, major, self-concept, resilience, self-assessment, career maturity), school factors (friendship, relationship with school teachers) and parental factors (academic-relationship, emotional-relationship) were significant predictors of PMT profile groups. The Analysis of variance also indicated that mathematics class (attitude, satisfaction and atmosphere), Mathematics achievement were significant predictors of PMT profile groups. The profiling of perceptions about mathematics teachers resulted in enhanced understanding of the complex range of processes students employed. During mathematics class, implementation of smooth interactions and communications between students and teachers added in the teaching and learning of mathematics.

• (The) Korean Journal of Educational Psychology
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• v.32 no.1
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• pp.99-130
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• 2018

The purpose of this study was to examine the longitudinal relationship between resilience and social support of school violence exposure types including school bullying, victimization, and dual experience. The study used data obtained from the third year (2012) of the Seoul Education Longitudinal Study of 1,137 elementary school students in grade 6 who reported experiencing school violence. The results of the autoregressive cross-lagged model are as follows. First, as a result of measuring the self-regression coefficients of resilience and social support of the youth exposed to school violence at 3 time points (2012, 2014, and 2016), it was found for all types of violence that resilience and social support at the previous time point showed a signigicant positive effect on the same variable at the next time point. Second, in the case of the cross-lagged effects of resilience and social support, the effect of previous social support on resilience at the next time point was statistically significant for the victimization group, but not for the bullying or dual experience groups. Third, considering the opposite path from resilience to social support, resilience at the previous time point had a significant influence on the social support at the next time point for both the bullying and victimization groups. This result is new and can be complementary to the cross-sectional studies so far using a longitudinal view. The results of this study suggest that the bullying and victimized students who are relatively more resilient are less likely to perceive social support than those who are not resilient. Finally, we discuss the longitudinal relationship between resilience and social support, the limitations of this study, and implications for future research.