• Journal of the Korean Home Economics Association
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• v.48 no.5
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• pp.25-48
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• 2010

The purpose of this study was to employ the Latent Growth Curve Model(LGM) to investigate the developmental trajectories of children's internalizing and externalizing problem behaviors and to identify predictors that might have an effect on change and the level of developmental trajectories. Furthermore, we classified the developmental trajectories of children's internalizing and externalizing problem behaviors, and also analyzed factors which caused differences in developmental trajectories by Semi-Parametric Group-based Modeling. This study used data from wave 1-4(2004~2008) of elementary school fourth grade panel of the Korea Youth Panel Survey(KYPS). The results showed that children's internalizing and externalizing problem behaviors changed significantly from the fourth grade of elementary school to the first grade of middle school. The predictors for developmental trajectories of children's internalizing problem behaviors were gender, self-control, parental conflict, deviant peers, and attachment to teachers. The predictors for the developmental trajectories of children's externalizing problem behaviors were gender, self-esteem, self-control, and deviant peers. The developmental trajectories of children's internalizing problem behaviors was classified into three groups. The developmental trajectories of children's externalizing problem behaviors was classified into four groups.

• Journal of the Korean Home Economics Association
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• v.48 no.10
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• pp.89-103
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• 2010

The purpose of this study was to examine the developmental trajectories of adolescents' internalizing problem behaviors. The data came from 3,188 middle school students through their participation in the Korea Youth Panel Survey(KYPS). Adolescents with a high level of internalizing problem behaviors in the first year showed a rapid decline in these behaviors over time, whereas for adolescents with a low level of these behaviors in the first year the decline was slow. The predictors of the developmental trajectories were related to individual variables, such as gender, self-esteem, self-control, stress, self-stigmatization, and academic achievement. The developmental trajectories of adolescents' internalizing problem behaviors were classified into four groups. The predictors of the patterns of developmental trajectories in adolescents' internalizing problem behaviors appeared to be related to individual variables.

• Korean Journal of Child Studies
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• v.36 no.3
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• pp.77-92
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• 2015

The purpose of this study was to employ the Latent Growth Curve Model to investigate the developmental trajectories of maternal depressive symptoms and to identify predictors that might have an effect on change and the level of developmental trajectories. The results of this study indicated that the maternal depressive levels of a high risk group had increased significantly over the past 5 years. The predictors for these developmental trajectories of maternal depressive symptoms were as follows; birth order, maternal prenatal depressive levels, self-esteem, marital satisfaction, parenting stress and the level of family crisis experienced by the high risk group.

• Korean Journal of Child Studies
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• v.30 no.3
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• pp.113-125
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• 2009

This study advances knowledge of developmental patterns in poverty and delinquency; data was obtained from waves 1-5 (2003-2007) of the Korea Youth Panel Survey. Semi-parametric group-based modeling (SGM) identified 4 trajectories of poverty from age 13 to 17 : non-poor, poverty increasing, low-level continuous poverty and chronic poverty groups and five developmental trajectories of delinquency : non-offending, late onset, low-level continuous, desisting, and chronic groups. A joint trajectory method predicted patterns of delinquency conditional on poverty trajectories. Chronic and low-level continuous poverty groups were more likely than others to follow chronic trajectories of delinquency; the non-poor group was more likely to be non-offending. Implications of this study for youth welfare were discussed to reduce risk for delinquency.

• Korean Journal of Child Studies
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• v.30 no.4
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• pp.69-85
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• 2009

The purpose of this study was to identify developmental trajectories of externalizing problems in preschoolers and to investigate dimensions of temperament and parental behaviors associated with trajectory groups. Subjects were 180 3- to 5-year-old preschoolers (96 males, 84 females) in the metropolitan area of Seoul. They were assessed three times at 5 month intervals over a one year period. Teachers reported on children's behavior problems, and parents reported on children's temperaments. Latent Growth Curve Modeling Analysis with cohort sequential design revealed externalizing behaviors gradually decreased between 3 and 6. At the 6-year-old level externalizing behaviors were associated with high novelty seeking temperament. The results were discussed in terms of the importance of longitudinal research in developmental psychopathology.

• Korean Journal of Child Studies
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• v.33 no.4
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• pp.1-17
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• 2012

This study examined the developmental trajectories of perceived level of stress and depression in Korean youth using longitudinal data from the Korean Youth Panel Study (KYPS) of 2,844youth (1,524 boys) across $4^{th}$ grade through $8^{th}$ grade. Latent growth modeling indicated the presence of age-related, significant increases in stress and depression for both boys and girls. Girls experienced greater in stress and depression than did boys. Multiple group analysis indicated that there was no significant sex difference in effects of stress on depression. Overall, increases in stress were associated with increases in depression levels for both boys and girls. Conceptual and clinical implications of the findings were discussed.

• Journal of Educational Research in Mathematics
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• v.27 no.2
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• pp.207-225
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• 2017

With a significant role of textbooks in shaping students' opportunities to learn, textbook analysis is essential to reveal these opportunities to learn the concept of area and volume. This research aims to show how the Korean textbooks pace students' learning of area and volume across grades by scrutinizing the textbooks with students' developmental sequences, called learning trajectories. Tasks about area and volume in all Korean elementary textbooks (grade 1 to 6) are coded with the specific developmental stages suggested in learning trajectories. As a result, we find considerable misalignment between the textbooks and the learning trajectories. The textbooks provide opportunities to experience developmental progressions of area and volume later than ages suggested in the learning trajectories. In addition, learning opportunities are significantly concentrated in grade 5 for area and grade 6 for volume with heavy emphases on applying formulas of area or volume. The findings from this research provides important implications concerning design of textbooks as well as improving students' opportunities in the mathematics classrooms.

• Journal of the Korean Society of Child Welfare
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• no.54
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• pp.173-197
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• 2016

This study aims to examine developmental trajectories and predictor variables of problem behaviors and school adjustment trajectories among children from low-income families using latent growth modeling. The data was collected from the 2nd year to the 4th year (2012-2014) of a community child center child panel survey conducted by the National Youth Policy Institute. The major findings are as follows. First, as the grade went up, the problem behaviors of children from low-income families increased while school adjustment decreased. Second, multi-level domains, such as individual, school, and family variables influenced school adjustment trajectory, while only individual variables, such as depression, isolation, and motivation for achievement influenced problem behavior trajectory. Third, common protective factors between problem behaviors and school adjustment trajectories were motivation for achievement in and satisfaction of the community child center. Common risk factors between problem behaviors and school adjustment trajectories were isolation and aggression. Based on the results, the implications for child welfare practices were discussed.

• Korean Journal of Social Welfare Studies
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• v.41 no.1
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• pp.119-144
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• 2010

This study advances the knowledge of developmental patterns in affiliation with delinquent peers and delinquency during adolescence; data were obtained from waves 1-5 (2003-2007) of the Korea Youth Panel Survey. Semi-parametric group-based modeling (SGM) identified 3 affiliative trajectories of delinquent peers from age 13 to 16: rarely or never, persistently affiliative, and declining groups; and five developmental trajectories of delinquency: non-offending, late onset, low-level continuous, desisting, and chronic groups. A joint trajectory analysis predicted the membership of delinquency trajectories conditional on delinquent peer trajectories. Persistently affiliative group was more likely than others to follow chronic trajectory of delinquency; the rarely or never affiliative group was more likely to be non-offending. This study may help reconcile different theoretical models such as influence, selection, and enhancement models with respect to the role of delinquent peers in delinquency. The distinct theoretical models are equally valid, albeit each model pertains to a specific aspect of longitudinal patterns of affiliation with delinquent peers. Implications of this study for youth welfare were discussed to reduce increased risks for both affiliation with delinquent peers and delinquency.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.1-13
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• 2010

This study examined the time-dependent effects of changes in private education on the trajectories of academic achievement among early adolescents. Five-wave data was employed from the KYPS; the participants being 2844 (1524 boys, 1320 girls). All were 4th graders in 2004 and became 8th graders in 2008. Latent growth curve model indicated that academic achievement significantly decreased over the five time points, but there were significant individual differences as well. Participants who reported higher initial levels of academic achievement tended to decrease in academic achievement more slowly over time compared to participants who reported lower levels of initial academic achievement. The effects of private education on academic achievement were at their most powerful when participants were in the 4th grade. Private educational experiences among 6th graders had relatively less influence upon the academic achievement of 7th graders.