Thesis Chapters by Youn-Jeng Choi
In item response theory (IRT), the origin and unit of the ability scale in IRT are arbitrary. Thi... more In item response theory (IRT), the origin and unit of the ability scale in IRT are arbitrary. This arbitrariness is referred to as scale indeterminacy or the identification problem. Standard IRT models may not fit the data when there is unexplained heterogeneity present. In such cases, a mixture IRT model, which models this heterogeneity by fitting an IRT model to latent classes in the data, may be useful. The purpose of this study was to explore the effect of three different kinds of constraints for identifying the metric in the mixture IRT (MixIRT) model: (1) equating in which an anchor item is used to anchor the metrics between latent classes, (2) person centering in which the mean of the ability parameters is set to zero after each calibration, and (3) item centering in which the mean of the item difficulty parameters is set to zero. Results based on an analysis of the empirical data indicated that the number of latent classes detected differed depending on the particular MixIRT model and constraint combination. The mean ability, proportion of group memberships, and item parameters also differed between the three constraints. Results of a simulation study are presented followed by an illustrative example using real data from the TIMSS 2011 8th grade science test. In the simulation study, the impact of the three identification methods was examined on classifications of latent class memberships and on item and ability parameter estimates
Journal Articles by Youn-Jeng Choi
음악교육연구 (Korean Journal of Research in Music Education), 2023
본 연구의 목적은 초임 중등 음악 교사의 과정 중심 평가 전문성 신장을 지원하는 방안을 모색하는 것이다. 이를 위해 초임 중등 음악 교사의 과정 중심 평가 실행 경험을 깊이 ... more 본 연구의 목적은 초임 중등 음악 교사의 과정 중심 평가 전문성 신장을 지원하는 방안을 모색하는 것이다. 이를 위해 초임 중등 음악 교사의 과정 중심 평가 실행 경험을 깊이 있게 살펴봄으로써 과정 중심 평가에 대한 초임 중등 음악 교사의 인식과 실행 실태 및 장애요인을 파악하고 필요한 요구 및 지원 사항을 확인하였다. 연구 참여자는 중등학교에 재직 중인 초임 음악 교사 6명이며, 교직 경력 1년 차와 2년 차 그룹으로 나누어 초점 집단 면담(FGI)을 시행하였다. 연구 결과, 초임 중등 음악 교사들은 과정 중심 평가에 대해 다양한 인식을 두고 여러 가지 전략을 사용하여 평가를 실행하였으며, 그 과정에서 음악 교과의 특수성과 초임으로 인한 어려움을 경험하여 이를 해소하기 위한 여러 가지 현실적인 지원을 요구하였다. 이를 바탕으로 초임 중등 음악 교사의 과정 중심 평가 실행을 위한 지원 방안을 더욱 구체적으로 살펴보고 현장 밀착형 지원 방안을 제시하였다.
The purpose of this study is to find a way to promote the process-based assessment expertise of beginning secondary music teachers. We examined in-depth the experience of process-based assessment of beginning secondary music teachers and identified the understanding, implementation status, challenges, and support with needs. The participants were six beginning music teachers in secondary schools, and focused group interviews (FGI) were conducted by dividing them into groups of the first and second years of teaching experience. As a result of the study, the beginning secondary music teachers had various perceptions of process-based assessment and implemented assessment using assorted strategies. Moreover in the process, they experienced the specificity of the music subject and the difficulties caused by the initial appointment and demanded various practical support to solve this problem. We suggested various on-site support plans for the implementing process-based assessment of beginning secondary music teachers in more detail.
교육비평 (Education Review), 2023
본 연구는 국내에서 수행된 교사 역량 관련 연구에 대하여 키워드 네트워크 분석을 실시해 교사 역량 연구의 학문적 논의를 종합함과 동시에 코로나19 발생 전후로 그 변화 양상을... more 본 연구는 국내에서 수행된 교사 역량 관련 연구에 대하여 키워드 네트워크 분석을 실시해 교사 역량 연구의 학문적 논의를 종합함과 동시에 코로나19 발생 전후로 그 변화 양상을 확인하기 위한 목적으로 수행되었다. 이를 위해 Web of Science의 KCI 카테고리에서 코로나 이전 시기(2017년~2019년) 1,348편, 코로나 이후 시기(2020년~2022년) 1,620편의 논문을 수집하여 논문의 저자 키워드를 VOSviewer로 분석하였다. 연구의 결과는 다음과 같다. 첫째, 교사 역량 관련 연구들이 국가 교육과정과 밀접하게 이루어지는 경향이 있었다. 둘째, 주로 유아교사를 대상으로 하는 교사 역량 연구가 많았다. 셋째, 교사의 진로·특수·문화교육 역량에 대해 학문적 관심이 높은 것을 확인할 수 있었다. 넷째, 교수역량, 의사소통 역량, 창의성의 경우 코로나19 발생 여부와 관계없이 교사 역량 연구에서 지속적으로 중요하게 다뤄지는 주제였다. 다섯째, 디지털 리터러시, 미디어 리터러시, TPACK은 코로나19의 영향으로 새롭게 강조되는 교사 역량으로 나타났다. 끝으로 교사 역량 연구의 발전 방향과 교사 핵심역량 기준 개발에 대한 시사점을 논의하였다.
In this study, a keyword network analysis was conducted on Korean
research related to teacher competency with the aim of synthesizing the
academic discussion of teacher competency research and identifying
changes in the research trends before and after the outbreak of COVID-19. For this purpose, 1,348 pre-COVID (2017-2019) and 1,620 post-COVID (2020-2022) papers were collected from the KCI category of Web of Science and author keywords of the papers were analyzed with a VOSviewer. The results of the study are as follows. First, there is a
trend for teacher competency research to be closely related to the national curriculum. Second, there are many studies on teacher competency targeting early childhood teachers. Third, there is a high level of academic interest in the career, special, and cultural education competencies of teachers. Fourth, teaching competency, communication competency, and creativity have consistently been important topics in teacher competency research regardless of the outbreak of COVID-19. Fifth, digital literacy, media literacy, and TPACK have emerged as newly emphasized competencies due to the pandemic. Finally, the study discusses the direction of development for research on teacher competency and the implications for developing standards for teacher core competency.
교육비평 (Education Review), 2023
본 연구에서는 대학 진학을 결정한 직업계고 졸업자를 대상으로 고교 재학 시 진로활동이 일자리 만족도에 영향을 미치는지와 이 둘 간의 관계에 대학 만족도가 영향을 주는지 알아 ... more 본 연구에서는 대학 진학을 결정한 직업계고 졸업자를 대상으로 고교 재학 시 진로활동이 일자리 만족도에 영향을 미치는지와 이 둘 간의 관계에 대학 만족도가 영향을 주는지 알아 보고자 하였다. 이를 위해 한국청소년정책연구원이 제공하는 2021년 청년 사회·경제 실태조사 데이터를 활용하여 재학한 고등학교 유형이 직업계고이면서 대학 재학 경험이 있는 동시에 현재 일자리를 가진 응답자의 데이터를 대상으로 직업계고 진로활동과 일자리 만족도의 관계에서 대학 만족도의 매개효과를 분석하였다. 그 결과 첫째, 직업계고 진로활동 중 ‘진로·직업·취업 상담’ 만족도와 일자리 만족도 간 관계에서 대학 만족도의 매개효과가 통계적으로 유의한 것으로 나타났다. 둘째, ‘「진로와 직업」 수업’에 대한 만족은 대학 만족도에 긍정적인 영향을 미치는 것으로 나타났다. 셋째, ‘「진로와 직업」 수업’과 ‘진로 및 직업과 관련한 특강, 강의, 설명회’ 참여자 데이터를 통해 대학 만족도가 일자리 만족도에 긍정적
영향을 미치고 있음을 알 수 있었다. 넷째, 진로활동 유형 중 체험활동에 해당하는 ‘진로·직업체험’, ‘학과·전공체험’, ‘진로·직업 관련 특강, 강의, 설명회 참여’ 등은 일자리 만족도 및 대학 만족도에 직접적인 영향을 미치지 않고 있었다. 다시 말해, 대학 경험의 만족도가 고교 진로활동(진로·직업·취업 상담)과 일자리 만족도 간 관계를 매개하고 있음이 밝혀졌고, 대학 만족도는 일자리 만족도에 긍정적 영향을 미치는 것으로 나타났다. 그러나 일부 고교 진로활동의 경우 대학만족도 및 일자리만족도에 어떠한 직접적 영향도 미치지 않는 것으로 나타났다. 분석 결과에 따라 대학 진학을 원하는 학생을 위한 정책적 제도 개선과 양질의 진학 지도 지원이 이루어져야 함을 밝혔다. 더불어 진로 설계를 위한 진로 지도교사 역할의 중요성과 진로 체험활동의 운영 실태에 대한 전반적 점검의 필요성을 언급했다.
In this study, we aimed to find out whether career activities affect job satisfaction while attending high school, and whether college satisfaction
affects the relationship between the two, targeting graduates of vocational high schools who decided to go to college. To this end, by using the 2021 Youth Socio-Economic Survey data provided by the Korea Youth Policy Institute, the data of respondents who attended vocational high school and had college experience, and had a current job were analyzed. The mediating effect of college satisfaction in the relationship between job satisfaction was analyzed. As a result, it was found that satisfaction with college experience mediated the relationship between high school career activities (career·vocational·employment counseling) and job satisfaction, and college satisfaction was found to have a positive effect on job satisfaction. However, some high school career activities did not have any direct effect on college satisfaction and job satisfaction. According to the results of the analysis, it was revealed policy systems should be improved and high-quality guidance for students who want to go to college should be provided. In addition, the importance of the role of career guidance teachers for career design and the need for the overall inspection of the operation status of career experience activities were mentioned.
Educational and Psychological Measurement, 2023
Determining the number of dimensions is extremely important in applying item response theory (IRT... more Determining the number of dimensions is extremely important in applying item response theory (IRT) models to data. Traditional and revised parallel analyses have been proposed within the factor analysis framework, and both have shown some promise in assessing dimensionality. However, their performance in the IRT framework has not been systematically investigated. Therefore, we evaluated the accuracy of traditional and revised parallel analyses for determining the number of underlying dimensions in the IRT framework by conducting simulation studies. Six data generation factors were manipulated: number of observations, test length, type of generation models, number of dimensions, correlations between dimensions, and item discrimination. Results indicated that (1) when the generated IRT model is unidimensional, across all simulation conditions, traditional parallel analysis using principal component analysis and tetrachoric correlation performs best; (2) when the generated IRT model is multidimensional, traditional parallel analysis using principal component analysis and tetrachoric correlation yields the highest proportion of accurately identified underlying dimensions across all factors, except when the correlation between dimensions is 0.8 or the item discrimination is low; and (3) under a few combinations of simulated factors, none of the eight methods performed well (e.g., when the generation model is 3-dimensional 3PL, the item discrimination is low, and the correlation between dimensions is 0.8).
교육과학연구 (Korean Journal of Educational Research), 2023
본 연구는 고교학점제 도입 및 정착 과정에 있어 여러 이해관계자들 간 쟁점이 되는 부분을 분석하여 정책적 시사점을 도출하고 앞으로의 과제를 제시하고자 고교학점제 도입 발표 이... more 본 연구는 고교학점제 도입 및 정착 과정에 있어 여러 이해관계자들 간 쟁점이 되는 부분을 분석하여 정책적 시사점을 도출하고 앞으로의 과제를 제시하고자 고교학점제 도입 발표 이듬해인 2018년부터 2022년까지 5년간 KCI 등재 학술지에 게재된 고교학점제 관련 논문을 분석하였다. 연구 방법으로는 ‘과정으로서의 문헌고찰’을 활용하여 크게 기반조성(학교문화, 환경시설), 과정(교육과정, 평가, 이수 및 졸업제도, 학생, 교원, 진로 및 학업설계지도), 결과(대입) 영역의 분석틀을 기반으로 총 134개의 논문을 분석하였다.
분석 결과 쟁점이 되는 부분은 첫째, 고교학점제 실시 목적 및 추진 과정에서의 구성원 간 인식 차이, 둘째, 학생들의 과목선택 기준과 경험에 대한 해석 차이, 셋째, 고교학점제와 대입제도 간 불일치로 나타났다. 분석 결과를 바탕으로 첫째, 교사, 학생, 학부모 대상 고교학점제 목표와 이에 따른 고교체제 변화 필요성 홍보 및 교과목 개설 관련 교사와 학생 간 소통 확대 지원, 둘째, 학생 개인 특성 및 학교 상황에 따른 다양한 정책적 지원과 학생의 진로 및 학업설계역량 증진 지원, 셋째, 대학이 고교 학습경험을 인정하고 대학 학습과 유기적으로 연결하도록 하는 대입제도 마련 등을 제시하고 후속연구를 제안하였다.
This study analyzed the points of contention among various stakeholders in the process of introducing and settling the high school credit system, derived policy implications, and presented future tasks. Papers related to the high school credit system published in academic journals registered in KCI for 5 years from 2018 to 2022, the year following the announcement of the introduction of the high school credit system, were analyzed.
As a research method, literature review as a process was used to broadly establish the foundation (school culture, environmental facilities), process (curriculum, evaluation, completion and graduation system, students, teachers, career, and study design guidance), and results (college admission). A total of 134 papers were analyzed based on the analysis framework. As a result of the analysis, the points at issue were first, the difference in perception among members of the purpose of the high school credit system and the implementation process, second, the difference in the interpretation of students’ subject selection standards and experiences, and third, the discrepancy between the high school credit system and the college entrance system. Based on the results of the analysis, first, publicizing the goals of the high school credit system for teachers, students, and parents and the need for changes in the high school system accordingly, and support for expanding communication between teachers and students related to the opening of courses were suggested. Second, various policy supports according to student’s individual characteristics and school situation, and support for improving students’ career and academic design capabilities, and third, a college entrance system that allows universities to acknowledge high school learning experiences and connect them organically with college learning, etc. were recommended. Finally, follow-up research was proposed.
교육발전 (Journal of Educational Development), 2023
본 연구는 고교학점제 관련 연구의 토픽이 고교학점제를 구성하는 각 영역에 어떻게 분포하고 있는지를 분석함으로써 고교학점제 이해관계자들의 관심분야를 파악하여 제도도입 과정에 정... more 본 연구는 고교학점제 관련 연구의 토픽이 고교학점제를 구성하는 각 영역에 어떻게 분포하고 있는지를 분석함으로써 고교학점제 이해관계자들의 관심분야를 파악하여 제도도입 과정에 정책적 시사점을 제시하고자 하였다. 이를 위해 고교학점제 관련 학술논문을 대상으로 텍스트마이닝 기법인 LDA 기반 토픽모델링을 활용하여 토픽들을 도출하였다. 도출된 토픽들은 고교학점제를 구성하는 영역별로 분류하여 토픽이 집중되는 영역을 파악하였다. 토픽이 집중된 영역은 ‘학교문화(학생, 학부모, 교원 인식 및 문화)’, ‘정착조건 및 운영방향', ‘환경시설(수업공간, 시스템 지원 등)’, ‘학생 과목선택(교육과정 측면)', ‘선택과목(교과교육) 확대 및 개편’, ‘학생(진로선택 및 학업설계역량, 공강시간 활용 등)' 영역으로 나타났다. 이에 따라 해당 영역과 관련하여 제도 도입 관련 정책 수립 시 고려해야 할 부분에 대한 시사점과 후속연구를 제언하였다.
This study analyzed how the topics of research related to the high school credit system were distributed in each area constituting the high school credit system. Through this, we tried to present policy implications in the process of introducing the system by identifying the areas of interest of stakeholders in the high school credit system. Topics were derived by using LDA-based topic modeling, a text mining technique, for academic papers related to the high school credit system. The derived topics were classified by area constituting the high school credit system, and the area in which the topic focused was identified. Areas in which topic concentration appeared are 'school culture (students, parents, teachers'
perceptions and culture)', 'settlement conditions and operation direction',
environmental facilities (class space, system support, etc.), 'student subject selection (curriculum aspect)', ‘expansion and reorganization of elective subjects’, 'student (career choice and competency of academic design, utilization of gap between classes, etc.)'. Accordingly, we suggested implications for the areas to be considered when establishing policies related to system introduction in relation to the relevant area and follow-up study.
Psychology in the Schools, 2023
When we think about the issues currently confronted by those who work in schools, stress and burn... more When we think about the issues currently confronted by those who work in schools, stress and burnout among teachers and other practitioners is recognized as a widespread concern due to the adverse effects on students, schools, and communities. The purpose of this study was to
문화교류와 다문화교육, 2022
본 연구는 학교폭력 실태조사에 대한 국외의 선진 사례를 비교·분석하여 국내 설문 조사 개선을 위한 시사점을 탐색하는 것을 목적으로 한다. 이러한 연구의 목적을 달성 하기 위하... more 본 연구는 학교폭력 실태조사에 대한 국외의 선진 사례를 비교·분석하여 국내 설문 조사 개선을 위한 시사점을 탐색하는 것을 목적으로 한다. 이러한 연구의 목적을 달성 하기 위하여 미국, 영국, 호주를 분석 국가로 선정하였고 분석틀을 제시하여 학교폭력 의 개념, 경험, 인식을 기준으로 분석을 실시하였다. 분석 결과, 설문조사에서 나타나는 학교폭력 개념은 서구에서는 괴롭힘(Bullying)이라는 개념을 주로 사용하며 우리나 라에서 사용하는 학교폭력 개념이 보다 포괄적이라는 것을 알 수 있었다. 또한, 학교폭 력의 경험 문항은 크게 피해경험, 가해경험, 목격경험으로 구분되며 국외의 경우에는 피해경험을 중심으로 설문을 시행하는 경향이 있었다. 마지막으로 학교폭력 인식에 대 해서는 학교폭력의 원인, 도움에 대한 인식, 학교폭력 이후의 변화에 대한 인식, 학교의 학교폭력 정책에 대한 인식, 학교 환경에 대한 인식에 대하여 대상 국가별 어떤 특징과 차이가 있는지를 비교 분석하였다. 이러한 분석 결과를 바탕으로 학교폭력 실태조사 개선을 위한 시사점을 제안하였다.
The purpose of this study is to compare and analyze advanced overseas cases of school violence surveys to explore implications for improving domestic surveys. In order to achieve the purpose of this study, the United States, the United Kingdom, and Australia were selected as analysis countries, and the analysis was conducted based on the concept, experience, and perception of school violence by presenting an analysis frame. As a result of the analysis, it was found that the concept of school violence in the survey mainly uses the concept of bullying in the West, and the concept of school violence used in Korea is more comprehensive. In addition, the experience questions of school violence were largely divided into damage experience, abuse experience, and witness experience, and in the case of overseas, a survey was conducted focusing on damage experience. Finally, regarding the perception of school violence, we compared and analyzed the characteristics and differences of each target country regarding the cause of school violence, help, change after school violence, school violence policy, and school environment. Based on these analysis results, implications for improving the survey on school violence were proposed.
교육방법연구(The Korean Journal of Educational Methodology Studies), 2022
본 연구에서는 초등학생의 사회정서역량 척도를 국내 성인의 사회정서역량 척도로 사용함으로써 신뢰도 및 타당도를 검증하여 국내 성인의 사회정서학습 척도 타당화를 하고, 이에 관한... more 본 연구에서는 초등학생의 사회정서역량 척도를 국내 성인의 사회정서역량 척도로 사용함으로써 신뢰도 및 타당도를 검증하여 국내 성인의 사회정서학습 척도 타당화를 하고, 이에 관한 연구에 기반을 마련하는데 목적이 있다. 이를 위해 문헌연구를 통하여 사회정서역량의 하위요인 5개와 이전에 개발된 척도들을 확인하였으며, 국내 사회정서역량 관련 연구에서 다수 사용된 척도(고국영 외, 2016)와 최근 개발 및 타당화를 거친 척도(백예은, 박지연, 2020)에서 국내 초등학생의 사회정서역량의 하위요인 5개, 총 25개의 문항들을 추출하였다. 리커트 5점 척도의 설문지는 국내 성인 359명이 온라인으로 응답하였으며 이 중 총 350개의 수집된 자료를 타당도 및 신뢰도 검증에 사용하였다. 탐색적 요인분석 중 공통요인분석을 한 결과, 초기 추출한 문항들 중 요인부하량이 낮고 성인의 사회정서역량 하위요인을 측정하기에 부적합하다고 판별된 2개의 문항을 삭제하여 총 8개 하위요인과 총 23문항을 국내 성인의 사회정서역량 최종 척도로 결정하였다. 기존의 초등학생 사회정서역량 척도의 요인구조는 성인을 대상으로 한 사회정서역량의 요인구조와 일치하지 않았는데, 이것은 같은 문항이라도 나이에 따라 노출된 삶의 환경과 다루어야 할 일상의 과업 등이 다르므로 문항이 다르게 해석될 수 있기 때문으로 여겨진다. 따라서 이러한 연구를 반복함으로써 국내 성인의 사회정서역량 척도에 대한 요인분석을 거쳐 국내 사회 및 문화가 가진 특성들을 고려한 척도의 확립이 필요하다.
The purpose of this study is to validate the scale for Korean adult’ social and emotional competence by using the scale of elementary school student’ social and emotional competence, and provide the foundation of the study for the developing the scale for Korean adult’ social and emotional competence. We reviewed and analyzed previous studies about social and emotional competence and 5 sub-competences of social and emotional competence were defined based on the literature reviews. We adopted a total of 25 items, 5 items per a sub-competence from two previous studies(Ko Kuk Young, 2016; Baek Ye Eun·Park Jiyeon, 2020) in South Korea. The survey on a 5 Likert scale was distributed to 359 Korean adults via online. Of the collected data, 350 Korean adults’ responses were used to test the reliability and validity of the scale. The result of Common Factor Analysis verified that the 8 sub-competences of social and emotional competence and the 23 items were appropriate in measuring Korean adult’ social and emotional competence, eliminating two items that had factor loadings below .4. The scale structure of elementary school student’ social and emotional competence was different from the Korean adult’ scale structure. The reason is that there is an obvious difference in circumstances of lives and developmental tasks between elementary students and adults and the difference makes different interpretation of same items. Therefore, the scale for Korean adult’ social and emotional competence has to be established through continuing these factor analysis studies, considered Korean society and culture that adults experience.
교육과학연구 (Journal of Educational Studies), 2022
본 연구는 대학생활 경험의 하위 구성요소로 대학생의 학업적 성취, 대학생활 만족도, 대학생활 참여도, 진로준비행동을 채택한 후, 이러한 것들이 입학 시 그들이 거쳐 간 입학전... more 본 연구는 대학생활 경험의 하위 구성요소로 대학생의 학업적 성취, 대학생활 만족도, 대학생활 참여도, 진로준비행동을 채택한 후, 이러한 것들이 입학 시 그들이 거쳐 간 입학전형과 관련되어 있는지 살펴보았다. 또한 대학생활 성공에 영향을 미치는 요인이 무엇인지 확인하였다. 연구데이터를 위해 서울 소재 대학 4학년 재학생 588명으로부터 유효한 응답을 확보하였다. 입학전형별 대학생활 경험의 차이를 알아보고자 일원배치 분산분석을 실시하였고 대학생활 성공에의 영향요인을 찾아내고자 순서형 로지스틱 회귀분석을 실시하였다. 그 결과 입학전형별로 대학생활 경험에 차이가 나타나지는 않았으나, 대학생활 성공에 있어서는 수시 논술전형 출신일 경우, 가정형편이 좋을수록, 학점, 대학생활 만족도, 교내 사회적 관계가 좋거나 높을수록 대학생활 성공도가 높은 것으로 나타났다. 연구결과를 통하여 재학생의 대학생활 성공에 대학 입학 후의 대학생활 경험이 유의미하게 영향을 미친다는 것이 밝혀졌고, 이를 감안할 때 대학의 역할이 중대함을 알 수 있었다. 끝으로 본 연구결과를 토대로 대학의 입학관련 정책수립과 개선 방향에 대해 제언하였다.
This study assigned academic achievement, college life satisfaction, college life participation, and career preparation activity as subcomponent variables of the college experience and examined whether these were related to the admission process. In addition, it was confirmed what factors influence the academic success of college students. Responses from 588 fourth-year college students in Seoul, Korea were obtained, and to identify difference by admission type, ANOVA was performed and an ordinal logistic regression analysis was conducted to detect factors
influencing college student success (CSS). There were no outstanding differences in the college experience by admission type from the ANOVA results. However, CSS was significantly higher when students were admitted by writing an occasional essay, or when family circumstances, GPAs, degrees of college life satisfaction, and social relationships in college were better or higher. Considering that the factors explaining CSS from the research results were related to the college experience after admission, significant implications for the role of universities can be drawn. Finally, future directions for university admission-related policy establishment and improvement were suggested.
Applied Sciences, 2022
Moral reasoning was investigated with respect to individual characteristics (i.e., education leve... more Moral reasoning was investigated with respect to individual characteristics (i.e., education level, political orientation and sex) and school-related (i.e., university/college) factors using multilevel modeling and data mining analysis. We used the multilevel modeling to detect school effects on moral reasoning as well as individual effects for 16,334 students representing 79 different higher education institutions across the U.S. The school-related factors, such as the racial composition, student–faculty ratio, average SAT score, institution type, institutions’ geographical region, frequencies of morally relevant words in college course catalog, college mission and value statements were collected through website searches. Data mining analysis was utilized to extract and calculate the frequencies of morally relevant words from the website content. There were significant effects for the individual characteristic of political orientation. Additionally, all school-related factors were significant. Only
main effects were observed for some school-related factors (i.e., average SAT score, institution type, frequency of morally relevant words in mission statements, value statements and course catalogs). For other school-related factors (i.e., the region, student–faculty ratio and racial composition), main effects were also observed; however, these effects were particularly illuminating given their interactions with political orientation. Implications for educational communities are discussed.
Ethics & Behavior
We explored the relationship between 24 character strengths measured by the Global Assessment of ... more We explored the relationship between 24 character strengths measured by the Global Assessment of Character Strengths (GACS), which was revised from the original VIA instrument, and moral functioning comprising postconventional moral reasoning, empathic traits and moral identity. Bayesian Model Averaging (BMA) was employed to explore the best models, which were more parsimonious than full regression models estimated through frequentist regression, predicting moral functioning indicators with the 24 candidate character strength predictors. Our exploration was conducted with a dataset collected from 666 college students at a public university in the Southern United States. Results showed that character strengths as measured by GACS partially predicted relevant moral functioning indicators. Performance evaluation results demonstrated that the best models identified by BMA performed significantly better than the full models estimated by frequentist regression in terms of AIC, BIC, and cross-validation accuracy. We discuss theoretical and methodological implications of the findings for future studies addressing character strengths and moral functioning.
European Journal of Psychological Assessment, 2022
Although the Moral Growth Mindset (MGM) Measure was tested and validated in general, whether it m... more Although the Moral Growth Mindset (MGM) Measure was tested and validated in general, whether it measures MGM consistently across people with different political perspectives, which are associated with moral foundations, has not been tested. We examined measurement invariance (MI) and differential item functioning (DIF) across different political affiliations to test whether the MGM Measure functioned consistently. We also examined the relationship between MGM, moral foundations, and political affiliation with t-tests and regression analyses. The findings reported that first, at the test level, the strictest MI was achieved, so the measurement structure was consistent between the different political groups. Second, no item showed significant DIF, so the MGM Measure was not biased at the item level. Third, t-tests and regression analyses reported that MGM and its relationship with moral foundations were not significantly associated with political affiliation.
F1000Research, 2020
Background: Moral Growth Mindset (MGM) is a belief about whether one can become a morally better ... more Background: Moral Growth Mindset (MGM) is a belief about whether one can become a morally better person through efforts. Prior research showed that MGM is positively associated with promotion of moral motivation
among adolescents and young adults. We developed and tested the
English version of the MGM measure in this study with data collected from
college student participants.
Methods: In Study 1, we tested the reliability and validity of the MGM
measure with two-wave data (N = 212, Age mean = 24.18 years, SD = 7.82
years). In Study 2, we retested the construct validity of the MGM measure
once again and its association with other moral and positive psychological
indicators to test its convergent and discriminant validity (N = 275, Age
mean = 22.02 years, SD = 6.34 years).
Results: We found that the MGM measure was reliable and valid from
Study 1. In Study 2, the results indicated that the MGM was well correlated
with other moral and positive psychological indicators as expected.
Conclusions: We developed and validated the English version of the MGM
measure in the present study. The results from studies 1 and 2 supported
the reliability and validity of the MGM measure. Given this, we found that
the English version of the MGM measure can measure one’s MGM as we
intended.
Inclusion, 2020
Given that inclusion benefits all children, it is important to understand why there are discrepan... more Given that inclusion benefits all children, it is important to understand why there are discrepancies in its implementation. Understanding teachers' views on inclusion may help identify ways to improve its implementation and prevent disparities. Although teachers' beliefs about inclusion have been widely explored, the beliefs and experiences of early childhood general and special education teachers in urban settings remain relatively understudied. This study explored early childhood educators' perceptions of inclusion in urban schools, using a mixed-method approach. The results from the qualitative focus group interviews (n = 13) reveal that most teachers have positive beliefs about inclusion and that there are specific benefits, challenges, and needs concerning early inclusion in urban settings. The analysis of the survey data (n = 36) shows differences in beliefs about inclusion among teachers of different ages and/or years of experience. Implications for research, policy, and practice are discussed.
Educational Research Quarterly, 2019
University o f A la b a m a W hile exploring several demographic variables fo r the fir s t time,... more University o f A la b a m a W hile exploring several demographic variables fo r the fir s t time, this study fo u n d significant differences across urban, rural, and suburban locations, age level, gender, and racial identity. There were 4 8 7 students in Grades 2-1 2 in this study. Previous fe a r studies have investigated the impact o f living in a rural or urban communities on children, thus only a limited number o f studies are available fo r comparison purposes. The findings fo r this study revealed that while considering geographic location, significant differences were reported across race, age, and gender, based on the five fear-factors identified on the elementary version o f the F S S C-A M (Burnham, 2005). Two unique perspectives were gatheredfrom this research and severalfindings merit further review. Specifically, this study p u t forw ard distinctive findings that rendered greater understanding o f how yo u th differ across gender, age, location, and racial identity in relation to fears. While implications fo r counselors are offered, results are useful fo r educators and other helping professionals who work with school-aged children and adolescents.
Families in Society: The Journal of Contemporary Social Services, 2021
The sibling relationship has been accepted as one of the most significant family subsystems. Sibl... more The sibling relationship has been accepted as one of the most significant family subsystems. Siblings are a crucial source of familial support during the lifespan by serving as friends and confidants in early years (McHale et al., 2012) and emotional supporters for each other during parental conflict and at different life stages (Waite et al., 2011). Siblings who have positive relationships with one another in adulthood are less likely to feel lonely and highly likely to report greater life satisfaction (Milevsky, 2005). Research in the 1980s, focused mostly on sibling relationships in the early years of life (e.g., C. Stocker et al., 1989). Research on adult sibling relationships became of interest after Cicirelli's (1995) seminal paper highlighted the significant changes in sibling relationships across the life span, and particularly during emerging adulthood. These adult changes included individual roles in life reorientation, marriage, parenthood, additional education, and occupation that influenced family and sibling dynamics (Conger & Little, 2010).
Grounded in Hallidayan perspectives on academic language, we report on our development of an educ... more Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students’ emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers’ instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students’ emergent understandings, and how teacher–researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers’ instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice.
International Journal of Testing, 2015
The purpose of this study was to explore what may be contributing to differences in
performance ... more The purpose of this study was to explore what may be contributing to differences in
performance in mathematics on the Trends in International Mathematics and Science
Study 2007. This was done by using a mixture item response theory modeling
approach to first detect latent classes in the data and then to examine differences
in performance on items taken by examinees in the different latent classes. An
exploratory mixture 3-Parameter Logistic model analysis detected two latent groups
in the data. The model considered in this study used internet access as a covariate to
illustrate the effect of the covariate on latent class membership.
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Thesis Chapters by Youn-Jeng Choi
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The purpose of this study is to find a way to promote the process-based assessment expertise of beginning secondary music teachers. We examined in-depth the experience of process-based assessment of beginning secondary music teachers and identified the understanding, implementation status, challenges, and support with needs. The participants were six beginning music teachers in secondary schools, and focused group interviews (FGI) were conducted by dividing them into groups of the first and second years of teaching experience. As a result of the study, the beginning secondary music teachers had various perceptions of process-based assessment and implemented assessment using assorted strategies. Moreover in the process, they experienced the specificity of the music subject and the difficulties caused by the initial appointment and demanded various practical support to solve this problem. We suggested various on-site support plans for the implementing process-based assessment of beginning secondary music teachers in more detail.
In this study, a keyword network analysis was conducted on Korean
research related to teacher competency with the aim of synthesizing the
academic discussion of teacher competency research and identifying
changes in the research trends before and after the outbreak of COVID-19. For this purpose, 1,348 pre-COVID (2017-2019) and 1,620 post-COVID (2020-2022) papers were collected from the KCI category of Web of Science and author keywords of the papers were analyzed with a VOSviewer. The results of the study are as follows. First, there is a
trend for teacher competency research to be closely related to the national curriculum. Second, there are many studies on teacher competency targeting early childhood teachers. Third, there is a high level of academic interest in the career, special, and cultural education competencies of teachers. Fourth, teaching competency, communication competency, and creativity have consistently been important topics in teacher competency research regardless of the outbreak of COVID-19. Fifth, digital literacy, media literacy, and TPACK have emerged as newly emphasized competencies due to the pandemic. Finally, the study discusses the direction of development for research on teacher competency and the implications for developing standards for teacher core competency.
영향을 미치고 있음을 알 수 있었다. 넷째, 진로활동 유형 중 체험활동에 해당하는 ‘진로·직업체험’, ‘학과·전공체험’, ‘진로·직업 관련 특강, 강의, 설명회 참여’ 등은 일자리 만족도 및 대학 만족도에 직접적인 영향을 미치지 않고 있었다. 다시 말해, 대학 경험의 만족도가 고교 진로활동(진로·직업·취업 상담)과 일자리 만족도 간 관계를 매개하고 있음이 밝혀졌고, 대학 만족도는 일자리 만족도에 긍정적 영향을 미치는 것으로 나타났다. 그러나 일부 고교 진로활동의 경우 대학만족도 및 일자리만족도에 어떠한 직접적 영향도 미치지 않는 것으로 나타났다. 분석 결과에 따라 대학 진학을 원하는 학생을 위한 정책적 제도 개선과 양질의 진학 지도 지원이 이루어져야 함을 밝혔다. 더불어 진로 설계를 위한 진로 지도교사 역할의 중요성과 진로 체험활동의 운영 실태에 대한 전반적 점검의 필요성을 언급했다.
In this study, we aimed to find out whether career activities affect job satisfaction while attending high school, and whether college satisfaction
affects the relationship between the two, targeting graduates of vocational high schools who decided to go to college. To this end, by using the 2021 Youth Socio-Economic Survey data provided by the Korea Youth Policy Institute, the data of respondents who attended vocational high school and had college experience, and had a current job were analyzed. The mediating effect of college satisfaction in the relationship between job satisfaction was analyzed. As a result, it was found that satisfaction with college experience mediated the relationship between high school career activities (career·vocational·employment counseling) and job satisfaction, and college satisfaction was found to have a positive effect on job satisfaction. However, some high school career activities did not have any direct effect on college satisfaction and job satisfaction. According to the results of the analysis, it was revealed policy systems should be improved and high-quality guidance for students who want to go to college should be provided. In addition, the importance of the role of career guidance teachers for career design and the need for the overall inspection of the operation status of career experience activities were mentioned.
분석 결과 쟁점이 되는 부분은 첫째, 고교학점제 실시 목적 및 추진 과정에서의 구성원 간 인식 차이, 둘째, 학생들의 과목선택 기준과 경험에 대한 해석 차이, 셋째, 고교학점제와 대입제도 간 불일치로 나타났다. 분석 결과를 바탕으로 첫째, 교사, 학생, 학부모 대상 고교학점제 목표와 이에 따른 고교체제 변화 필요성 홍보 및 교과목 개설 관련 교사와 학생 간 소통 확대 지원, 둘째, 학생 개인 특성 및 학교 상황에 따른 다양한 정책적 지원과 학생의 진로 및 학업설계역량 증진 지원, 셋째, 대학이 고교 학습경험을 인정하고 대학 학습과 유기적으로 연결하도록 하는 대입제도 마련 등을 제시하고 후속연구를 제안하였다.
This study analyzed the points of contention among various stakeholders in the process of introducing and settling the high school credit system, derived policy implications, and presented future tasks. Papers related to the high school credit system published in academic journals registered in KCI for 5 years from 2018 to 2022, the year following the announcement of the introduction of the high school credit system, were analyzed.
As a research method, literature review as a process was used to broadly establish the foundation (school culture, environmental facilities), process (curriculum, evaluation, completion and graduation system, students, teachers, career, and study design guidance), and results (college admission). A total of 134 papers were analyzed based on the analysis framework. As a result of the analysis, the points at issue were first, the difference in perception among members of the purpose of the high school credit system and the implementation process, second, the difference in the interpretation of students’ subject selection standards and experiences, and third, the discrepancy between the high school credit system and the college entrance system. Based on the results of the analysis, first, publicizing the goals of the high school credit system for teachers, students, and parents and the need for changes in the high school system accordingly, and support for expanding communication between teachers and students related to the opening of courses were suggested. Second, various policy supports according to student’s individual characteristics and school situation, and support for improving students’ career and academic design capabilities, and third, a college entrance system that allows universities to acknowledge high school learning experiences and connect them organically with college learning, etc. were recommended. Finally, follow-up research was proposed.
This study analyzed how the topics of research related to the high school credit system were distributed in each area constituting the high school credit system. Through this, we tried to present policy implications in the process of introducing the system by identifying the areas of interest of stakeholders in the high school credit system. Topics were derived by using LDA-based topic modeling, a text mining technique, for academic papers related to the high school credit system. The derived topics were classified by area constituting the high school credit system, and the area in which the topic focused was identified. Areas in which topic concentration appeared are 'school culture (students, parents, teachers'
perceptions and culture)', 'settlement conditions and operation direction',
environmental facilities (class space, system support, etc.), 'student subject selection (curriculum aspect)', ‘expansion and reorganization of elective subjects’, 'student (career choice and competency of academic design, utilization of gap between classes, etc.)'. Accordingly, we suggested implications for the areas to be considered when establishing policies related to system introduction in relation to the relevant area and follow-up study.
The purpose of this study is to compare and analyze advanced overseas cases of school violence surveys to explore implications for improving domestic surveys. In order to achieve the purpose of this study, the United States, the United Kingdom, and Australia were selected as analysis countries, and the analysis was conducted based on the concept, experience, and perception of school violence by presenting an analysis frame. As a result of the analysis, it was found that the concept of school violence in the survey mainly uses the concept of bullying in the West, and the concept of school violence used in Korea is more comprehensive. In addition, the experience questions of school violence were largely divided into damage experience, abuse experience, and witness experience, and in the case of overseas, a survey was conducted focusing on damage experience. Finally, regarding the perception of school violence, we compared and analyzed the characteristics and differences of each target country regarding the cause of school violence, help, change after school violence, school violence policy, and school environment. Based on these analysis results, implications for improving the survey on school violence were proposed.
The purpose of this study is to validate the scale for Korean adult’ social and emotional competence by using the scale of elementary school student’ social and emotional competence, and provide the foundation of the study for the developing the scale for Korean adult’ social and emotional competence. We reviewed and analyzed previous studies about social and emotional competence and 5 sub-competences of social and emotional competence were defined based on the literature reviews. We adopted a total of 25 items, 5 items per a sub-competence from two previous studies(Ko Kuk Young, 2016; Baek Ye Eun·Park Jiyeon, 2020) in South Korea. The survey on a 5 Likert scale was distributed to 359 Korean adults via online. Of the collected data, 350 Korean adults’ responses were used to test the reliability and validity of the scale. The result of Common Factor Analysis verified that the 8 sub-competences of social and emotional competence and the 23 items were appropriate in measuring Korean adult’ social and emotional competence, eliminating two items that had factor loadings below .4. The scale structure of elementary school student’ social and emotional competence was different from the Korean adult’ scale structure. The reason is that there is an obvious difference in circumstances of lives and developmental tasks between elementary students and adults and the difference makes different interpretation of same items. Therefore, the scale for Korean adult’ social and emotional competence has to be established through continuing these factor analysis studies, considered Korean society and culture that adults experience.
This study assigned academic achievement, college life satisfaction, college life participation, and career preparation activity as subcomponent variables of the college experience and examined whether these were related to the admission process. In addition, it was confirmed what factors influence the academic success of college students. Responses from 588 fourth-year college students in Seoul, Korea were obtained, and to identify difference by admission type, ANOVA was performed and an ordinal logistic regression analysis was conducted to detect factors
influencing college student success (CSS). There were no outstanding differences in the college experience by admission type from the ANOVA results. However, CSS was significantly higher when students were admitted by writing an occasional essay, or when family circumstances, GPAs, degrees of college life satisfaction, and social relationships in college were better or higher. Considering that the factors explaining CSS from the research results were related to the college experience after admission, significant implications for the role of universities can be drawn. Finally, future directions for university admission-related policy establishment and improvement were suggested.
main effects were observed for some school-related factors (i.e., average SAT score, institution type, frequency of morally relevant words in mission statements, value statements and course catalogs). For other school-related factors (i.e., the region, student–faculty ratio and racial composition), main effects were also observed; however, these effects were particularly illuminating given their interactions with political orientation. Implications for educational communities are discussed.
among adolescents and young adults. We developed and tested the
English version of the MGM measure in this study with data collected from
college student participants.
Methods: In Study 1, we tested the reliability and validity of the MGM
measure with two-wave data (N = 212, Age mean = 24.18 years, SD = 7.82
years). In Study 2, we retested the construct validity of the MGM measure
once again and its association with other moral and positive psychological
indicators to test its convergent and discriminant validity (N = 275, Age
mean = 22.02 years, SD = 6.34 years).
Results: We found that the MGM measure was reliable and valid from
Study 1. In Study 2, the results indicated that the MGM was well correlated
with other moral and positive psychological indicators as expected.
Conclusions: We developed and validated the English version of the MGM
measure in the present study. The results from studies 1 and 2 supported
the reliability and validity of the MGM measure. Given this, we found that
the English version of the MGM measure can measure one’s MGM as we
intended.
performance in mathematics on the Trends in International Mathematics and Science
Study 2007. This was done by using a mixture item response theory modeling
approach to first detect latent classes in the data and then to examine differences
in performance on items taken by examinees in the different latent classes. An
exploratory mixture 3-Parameter Logistic model analysis detected two latent groups
in the data. The model considered in this study used internet access as a covariate to
illustrate the effect of the covariate on latent class membership.
The purpose of this study is to find a way to promote the process-based assessment expertise of beginning secondary music teachers. We examined in-depth the experience of process-based assessment of beginning secondary music teachers and identified the understanding, implementation status, challenges, and support with needs. The participants were six beginning music teachers in secondary schools, and focused group interviews (FGI) were conducted by dividing them into groups of the first and second years of teaching experience. As a result of the study, the beginning secondary music teachers had various perceptions of process-based assessment and implemented assessment using assorted strategies. Moreover in the process, they experienced the specificity of the music subject and the difficulties caused by the initial appointment and demanded various practical support to solve this problem. We suggested various on-site support plans for the implementing process-based assessment of beginning secondary music teachers in more detail.
In this study, a keyword network analysis was conducted on Korean
research related to teacher competency with the aim of synthesizing the
academic discussion of teacher competency research and identifying
changes in the research trends before and after the outbreak of COVID-19. For this purpose, 1,348 pre-COVID (2017-2019) and 1,620 post-COVID (2020-2022) papers were collected from the KCI category of Web of Science and author keywords of the papers were analyzed with a VOSviewer. The results of the study are as follows. First, there is a
trend for teacher competency research to be closely related to the national curriculum. Second, there are many studies on teacher competency targeting early childhood teachers. Third, there is a high level of academic interest in the career, special, and cultural education competencies of teachers. Fourth, teaching competency, communication competency, and creativity have consistently been important topics in teacher competency research regardless of the outbreak of COVID-19. Fifth, digital literacy, media literacy, and TPACK have emerged as newly emphasized competencies due to the pandemic. Finally, the study discusses the direction of development for research on teacher competency and the implications for developing standards for teacher core competency.
영향을 미치고 있음을 알 수 있었다. 넷째, 진로활동 유형 중 체험활동에 해당하는 ‘진로·직업체험’, ‘학과·전공체험’, ‘진로·직업 관련 특강, 강의, 설명회 참여’ 등은 일자리 만족도 및 대학 만족도에 직접적인 영향을 미치지 않고 있었다. 다시 말해, 대학 경험의 만족도가 고교 진로활동(진로·직업·취업 상담)과 일자리 만족도 간 관계를 매개하고 있음이 밝혀졌고, 대학 만족도는 일자리 만족도에 긍정적 영향을 미치는 것으로 나타났다. 그러나 일부 고교 진로활동의 경우 대학만족도 및 일자리만족도에 어떠한 직접적 영향도 미치지 않는 것으로 나타났다. 분석 결과에 따라 대학 진학을 원하는 학생을 위한 정책적 제도 개선과 양질의 진학 지도 지원이 이루어져야 함을 밝혔다. 더불어 진로 설계를 위한 진로 지도교사 역할의 중요성과 진로 체험활동의 운영 실태에 대한 전반적 점검의 필요성을 언급했다.
In this study, we aimed to find out whether career activities affect job satisfaction while attending high school, and whether college satisfaction
affects the relationship between the two, targeting graduates of vocational high schools who decided to go to college. To this end, by using the 2021 Youth Socio-Economic Survey data provided by the Korea Youth Policy Institute, the data of respondents who attended vocational high school and had college experience, and had a current job were analyzed. The mediating effect of college satisfaction in the relationship between job satisfaction was analyzed. As a result, it was found that satisfaction with college experience mediated the relationship between high school career activities (career·vocational·employment counseling) and job satisfaction, and college satisfaction was found to have a positive effect on job satisfaction. However, some high school career activities did not have any direct effect on college satisfaction and job satisfaction. According to the results of the analysis, it was revealed policy systems should be improved and high-quality guidance for students who want to go to college should be provided. In addition, the importance of the role of career guidance teachers for career design and the need for the overall inspection of the operation status of career experience activities were mentioned.
분석 결과 쟁점이 되는 부분은 첫째, 고교학점제 실시 목적 및 추진 과정에서의 구성원 간 인식 차이, 둘째, 학생들의 과목선택 기준과 경험에 대한 해석 차이, 셋째, 고교학점제와 대입제도 간 불일치로 나타났다. 분석 결과를 바탕으로 첫째, 교사, 학생, 학부모 대상 고교학점제 목표와 이에 따른 고교체제 변화 필요성 홍보 및 교과목 개설 관련 교사와 학생 간 소통 확대 지원, 둘째, 학생 개인 특성 및 학교 상황에 따른 다양한 정책적 지원과 학생의 진로 및 학업설계역량 증진 지원, 셋째, 대학이 고교 학습경험을 인정하고 대학 학습과 유기적으로 연결하도록 하는 대입제도 마련 등을 제시하고 후속연구를 제안하였다.
This study analyzed the points of contention among various stakeholders in the process of introducing and settling the high school credit system, derived policy implications, and presented future tasks. Papers related to the high school credit system published in academic journals registered in KCI for 5 years from 2018 to 2022, the year following the announcement of the introduction of the high school credit system, were analyzed.
As a research method, literature review as a process was used to broadly establish the foundation (school culture, environmental facilities), process (curriculum, evaluation, completion and graduation system, students, teachers, career, and study design guidance), and results (college admission). A total of 134 papers were analyzed based on the analysis framework. As a result of the analysis, the points at issue were first, the difference in perception among members of the purpose of the high school credit system and the implementation process, second, the difference in the interpretation of students’ subject selection standards and experiences, and third, the discrepancy between the high school credit system and the college entrance system. Based on the results of the analysis, first, publicizing the goals of the high school credit system for teachers, students, and parents and the need for changes in the high school system accordingly, and support for expanding communication between teachers and students related to the opening of courses were suggested. Second, various policy supports according to student’s individual characteristics and school situation, and support for improving students’ career and academic design capabilities, and third, a college entrance system that allows universities to acknowledge high school learning experiences and connect them organically with college learning, etc. were recommended. Finally, follow-up research was proposed.
This study analyzed how the topics of research related to the high school credit system were distributed in each area constituting the high school credit system. Through this, we tried to present policy implications in the process of introducing the system by identifying the areas of interest of stakeholders in the high school credit system. Topics were derived by using LDA-based topic modeling, a text mining technique, for academic papers related to the high school credit system. The derived topics were classified by area constituting the high school credit system, and the area in which the topic focused was identified. Areas in which topic concentration appeared are 'school culture (students, parents, teachers'
perceptions and culture)', 'settlement conditions and operation direction',
environmental facilities (class space, system support, etc.), 'student subject selection (curriculum aspect)', ‘expansion and reorganization of elective subjects’, 'student (career choice and competency of academic design, utilization of gap between classes, etc.)'. Accordingly, we suggested implications for the areas to be considered when establishing policies related to system introduction in relation to the relevant area and follow-up study.
The purpose of this study is to compare and analyze advanced overseas cases of school violence surveys to explore implications for improving domestic surveys. In order to achieve the purpose of this study, the United States, the United Kingdom, and Australia were selected as analysis countries, and the analysis was conducted based on the concept, experience, and perception of school violence by presenting an analysis frame. As a result of the analysis, it was found that the concept of school violence in the survey mainly uses the concept of bullying in the West, and the concept of school violence used in Korea is more comprehensive. In addition, the experience questions of school violence were largely divided into damage experience, abuse experience, and witness experience, and in the case of overseas, a survey was conducted focusing on damage experience. Finally, regarding the perception of school violence, we compared and analyzed the characteristics and differences of each target country regarding the cause of school violence, help, change after school violence, school violence policy, and school environment. Based on these analysis results, implications for improving the survey on school violence were proposed.
The purpose of this study is to validate the scale for Korean adult’ social and emotional competence by using the scale of elementary school student’ social and emotional competence, and provide the foundation of the study for the developing the scale for Korean adult’ social and emotional competence. We reviewed and analyzed previous studies about social and emotional competence and 5 sub-competences of social and emotional competence were defined based on the literature reviews. We adopted a total of 25 items, 5 items per a sub-competence from two previous studies(Ko Kuk Young, 2016; Baek Ye Eun·Park Jiyeon, 2020) in South Korea. The survey on a 5 Likert scale was distributed to 359 Korean adults via online. Of the collected data, 350 Korean adults’ responses were used to test the reliability and validity of the scale. The result of Common Factor Analysis verified that the 8 sub-competences of social and emotional competence and the 23 items were appropriate in measuring Korean adult’ social and emotional competence, eliminating two items that had factor loadings below .4. The scale structure of elementary school student’ social and emotional competence was different from the Korean adult’ scale structure. The reason is that there is an obvious difference in circumstances of lives and developmental tasks between elementary students and adults and the difference makes different interpretation of same items. Therefore, the scale for Korean adult’ social and emotional competence has to be established through continuing these factor analysis studies, considered Korean society and culture that adults experience.
This study assigned academic achievement, college life satisfaction, college life participation, and career preparation activity as subcomponent variables of the college experience and examined whether these were related to the admission process. In addition, it was confirmed what factors influence the academic success of college students. Responses from 588 fourth-year college students in Seoul, Korea were obtained, and to identify difference by admission type, ANOVA was performed and an ordinal logistic regression analysis was conducted to detect factors
influencing college student success (CSS). There were no outstanding differences in the college experience by admission type from the ANOVA results. However, CSS was significantly higher when students were admitted by writing an occasional essay, or when family circumstances, GPAs, degrees of college life satisfaction, and social relationships in college were better or higher. Considering that the factors explaining CSS from the research results were related to the college experience after admission, significant implications for the role of universities can be drawn. Finally, future directions for university admission-related policy establishment and improvement were suggested.
main effects were observed for some school-related factors (i.e., average SAT score, institution type, frequency of morally relevant words in mission statements, value statements and course catalogs). For other school-related factors (i.e., the region, student–faculty ratio and racial composition), main effects were also observed; however, these effects were particularly illuminating given their interactions with political orientation. Implications for educational communities are discussed.
among adolescents and young adults. We developed and tested the
English version of the MGM measure in this study with data collected from
college student participants.
Methods: In Study 1, we tested the reliability and validity of the MGM
measure with two-wave data (N = 212, Age mean = 24.18 years, SD = 7.82
years). In Study 2, we retested the construct validity of the MGM measure
once again and its association with other moral and positive psychological
indicators to test its convergent and discriminant validity (N = 275, Age
mean = 22.02 years, SD = 6.34 years).
Results: We found that the MGM measure was reliable and valid from
Study 1. In Study 2, the results indicated that the MGM was well correlated
with other moral and positive psychological indicators as expected.
Conclusions: We developed and validated the English version of the MGM
measure in the present study. The results from studies 1 and 2 supported
the reliability and validity of the MGM measure. Given this, we found that
the English version of the MGM measure can measure one’s MGM as we
intended.
performance in mathematics on the Trends in International Mathematics and Science
Study 2007. This was done by using a mixture item response theory modeling
approach to first detect latent classes in the data and then to examine differences
in performance on items taken by examinees in the different latent classes. An
exploratory mixture 3-Parameter Logistic model analysis detected two latent groups
in the data. The model considered in this study used internet access as a covariate to
illustrate the effect of the covariate on latent class membership.