중학생의 자기주도학습능력 변화궤적과 방과후학교 참여의 동시효과 및 지연효과 연구 A study on the changing trajectory of self-directed learning and contemporaneous and lagged effects of after-school engagement in middle school students
This study investigated the changing trajectory of self-directed learning ability and contemporaneous and lagged effects of the after-school engagement in middle school students using SELS(Seoul Education Longitudinal Study) panel data from the 4th to 6th wave. For the analysis, the latent growth model was applied to three time points(7th grade–9th grade). First, it was expected that the trajectory of self-directed learning ability was decreased rate of growth during period of three years. Second, after-school engagement was seen the contemporaneous effect of having a positive effect on self-directed learning in 7th and 8th grade and after-school engagement in 7th grade showed the lagged effect of having a positive effect on self-directed learning in 8th grade. Third, the effects of the time-invariant predictors on self-directed learning ability were seen in the different aspects. Both mother education and the labor force participation affected the growth rate of self-directed learning ability during the course of analysis. The socioeconomic status of the family showed differences in the self-directed learning ability of middle school students. However, it suggested that after-school engagement play a positive role in self-directed learning ability.
This study investigated the changing trajectory of self-directed learning ability and contemporaneous and lagged effects of the after-school engagement in middle school students using SELS(Seoul Education Longitudinal Study) panel data from the 4th to 6th wave. For the analysis, the latent growth model was applied to three time points(7th grade–9th grade). First, it was expected that the trajectory of self-directed learning ability was decreased rate of growth during period of three years. Second, after-school engagement was seen the contemporaneous effect of having a positive effect on self-directed learning in 7th and 8th grade and after-school engagement in 7th grade showed the lagged effect of having a positive effect on self-directed learning in 8th grade. Third, the effects of the time-invariant predictors on self-directed learning ability were seen in the different aspects. Both mother education and the labor force participation affected the growth rate of self-directed learning ability during the course of analysis. The socioeconomic status of the family showed differences in the self-directed learning ability of middle school students. However, it suggested that after-school engagement play a positive role in self-directed learning ability.
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