초등학생 학교 밖 문식 활동 빈도의 종단적 변화 유형 및 영향 요인 분석 - ‘전형’과 ‘특이’ 유형 간 차이를 중심으로 -

Abstract

This study aims to divide elementary school students into groups according to their Out-of-School Literacy Practice (OSLP) trends. It is based on a series of studies on OSLP on Korean elementary schools. In particular, two articles (Chung et al, 2016; Min & Baik, 2016) that focused on students’ autonomous and voluntary literacy practices in various places other than in schools were the starting point of this study. Chung et al. (2016) examined the longitudinal changes in OSLP of elementary students and found some predictors that influence the latent growth of OSLP. Min and Baik (2016) argued that there are four types of longitudinal changes: the ‘prototypical’ type shows a downward tendency fit to the pattern of ordinary students, the ‘peculiar’ type shows an upward tendency, the ‘superior’ type stays high, and the ‘inferior’ type stays low. This study attempts to answer three research questions. First, the four types of longitudinal changes proposed by Min and Baik (2016) were proved statistically; the results of the analysis showed that the percentages of groups were 36.9% for ‘superior,’ 28.1% for ‘prototypical,’ 21.2% for ‘peculiar,’ and 13.8% for ‘inferior.’ Second, the ‘prototypical’ and ‘peculiar’ groups were statistically analyzed with all the variables used as predictors in Chung et al. (2016)’s Latent Growth Curve Modeling. The gap between the ‘prototypical’ and the ‘peculiar’ groups was statistically significant for eight variables, among which are literacy attitudes, family members’ literacy practices, and frequency of library use. Moreover, the level of the ‘peculiar’ group was higher than that of the ‘prototypical’ group for all variables. The gap of aspects of change between the ‘prototypical’ group and the ‘peculiar’ group was statistically significant for all individual students (literacy attitudes, time for media use, time for academic tasks), family (family members’ literacy practices, conversations with family members about literacy practices), teachers (teacher instruction), and environment (numbers of books at the school library, frequency of library use), except for perceived difficulties in literacy practices. Third, four factors, including time for academic tasks, conversations with family members about literacy practices, literacy attitudes, and teacher instruction were found to be statistically significant using Binary Logistic Regression, and the effect size was big in this order.