• International Journal of Human Ecology
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• v.14 no.1
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• pp.29-39
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• 2013

The study examined how changes in time invested in private tutoring and academic achievement influenced each other through a multivariate latent growth model by using the data from the first to the third year presented in the KYPS. This study identifies not only how changes in the private tutoring experience exerted a direct influence on changes in academic achievement, but also measures what kind of changes in private tutoring and academic achievement had emerged over time. The detailed study results are as follows. First, the analysis of time invested in private tutoring showed that the higher the grades, the greater were the amount of time invested in private tutoring in the case of Korean language study. On the other hand, the results showed that in the case of English and mathematics, the higher the grades, the lesser was the amount of time invested in private tutoring. Second, private tutoring and academic achievement were all in a linear relationship. Third, it was shown that the time invested in private tutoring and academic achievement exerted a negative influence on each other according to the passage of time.

• The Mathematical Education
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• v.63 no.1
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• pp.19-33
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• 2024

This study investigates longitudinal patterns in middle school students' mathematics interest and achievement using panel data from the 4th to 6th year of the Gyeonggi Education Panel Study. Results from the multivariate growth mixture model confirmed the existence of heterogeneous characteristics in the longitudinal trajectory of students' mathematics interest and achievement. Students were classified into four latent classes: a low-level class with weak interest and achievement, a high-level class with strong interest and achievement, a middlelevel-increasing class where interest and achievement rise with grade, and a middle-level-decreasing class where interest and achievement decline with grade. Each class exhibited distinct patterns in the change of interest and achievement. Moreover, an examination of the correlation between intercepts and slopes in the multivariate growth mixture model reveals a positive association between interest and achievement with respect to their initial values and growth rates. We further explore predictive variables influencing latent class assignment. The results indicated that students' educational ambition and time spent on private education positively affect mathematics interest and achievement, and the influence of prior learning varies based on its intensity. The perceived instruction method significantly impacts latent class assignment: teacher-centered instruction increases the likelihood of belonging to higher-level classes, while learner-centered instruction increases the likelihood of belonging to lower-level classes. This study has significant implications as it presents a new method for analyzing the longitudinal patterns of students' characteristics in mathematics education through the application of the multivariate growth mixture model.

• Journal of Korean Academy of Nursing
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• v.48 no.1
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• pp.109-121
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• 2018

Purpose: This study was conducted to examine the longitudinal effects of parenting stress and parental control attitudes on problem behaviors in preschool children, using a latent growth model. Methods: Participants were 1,724 pairs of parents and 1,724 preschool children who had completed the panel survey on Korean children ($5^{th}{\sim}7^{th}$ survey panels). Results: An analysis of the multivariate latent growth model of parenting stress, parental control attitudes, and children's problem behaviors suggested that the parents' intercepts for parenting stress influenced their intercepts for parental control attitudes (father: ${\beta}=.21$, p<.001; mother: ${\beta}=.55$, p<.001). In addition, the slopes for fathers' parenting stress was the only aspect that affected the slopes for mothers' parental control attitudes (${\beta}=.77$, p<.001). Moreover, both the intercepts and slopes of parenting stress and parental control attitudes significantly affected the children's problem behaviors. Conclusion: This study is significant as it provides longitudinal evidence of the impact of parenting stress and parental control attitudes on children's problem behaviors. The findings suggest that accurately assessing changes in parenting stress and parental control attitudes and developing intervention programs to reduce them will be effective in reducing problem behaviors in children.

• Human Ecology Research
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• v.62 no.2
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• pp.249-259
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• 2024

The purpose of this study was to identify the longitudinal mediating effects of peer attachment on the relationship between psychological school environment and children's sense of community. Data on 1,088 children were obtained from the 10^th, 11^th, and 13^th Panel Study on Korean Children in the 3rd 4th, and 6th grades. The data were analyzed using descriptive statistics, Cronbach's α, Pearson's correlation, a latent growth model, and a multivariate latent growth model. All analyses were conducted in SPSS 25.0 and AMOS 23.0. The principal results were as follows. First, children's peer attachment gradually decreased over time. Moreover, individual differences existed in the initial values and rates of change. Second, the psychological school environment in the 3rd grade positively influenced children's initial peer attachment, which then exerted a positive impact on children's sense of community in the 6th grade. Second, the psychological school environment in the 3rd grade negatively influenced children's rates of change, which also exerted a positive impact on children's sense of community in the 6th grade. Finally, the initial value and rates of change of peer attachment were significant mediating effects of the relationship between the psychological school environment in the 3rd grade and children's sense of community in the 6th grade. The findings highlight the necessity of creating a psychological school environment that develops peer attachment and a sense of community among children.

• 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.

• 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%).

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.3
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• pp.391-399
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• 2017

The purpose of this study is to verify the causal relationship between social withdrawal and peer alienation among Korean children. The survey study participants were 2,110 children in 2nd, 3rd, 4th, and 5th grades. The 5-year longitudinal data (Korean Child and Youth Panel Survey; KCYPS) of 1st grade elementary school student cohort was used. Latent Growth Modeling was applied to analyze the causality over time of social withdrawal and peer isolation. The results revealed that the trajectories of children's social withdrawal decreased over time. Children's social withdrawal showed significant individual differences in terms of initial value and rates of change. The initial value and slope of children's social withdrawal had an effect on the peer alienation in the 3rd grade; however, there was no significant effect on the peer alienation in the 5th grade.

• 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.

• 한국노년학
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• v.36 no.3
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• pp.541-562
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• 2016

The current study investigates the relationship and the mechanisms between bridge employment and change in marital satisfaction during midlife, using a three-wave panel dataset obtained from the Korean Baby Boomer Panel Study. A multivariate latent growth analysis reveals that the transition from career employment to bridge employment, compared to maintaining career employment, has an indirect negative effect on increase rate of marital satisfaction through the wage decrease. A steep decrease in wage following transition to bridge employment causes a lower increase in marital satisfaction. On the other hand, continuously engaging in bridge employment rather than career employment is associated with a higher increase in marital satisfaction via a higher increase in job commitment. This result implies that Baby Boomers adapt to bridge employment over time. Overall, the present study finds that the effect of bridge employment on the change in marital satisfaction during midlife varies with the duration of bridge employment. A future research needs to explore which factors can buffer the negative effect of decrease in wage during transition to the bridge employment on the change in marital satisfaction.

• 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.