The effects of parent- and teacher-related characteristics on students’ self-management skills
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This study investigated whether and how Korean elementary 5th grade children's self-management skills change over three-time points through the 1st year in middle school. This study also investigated how the effects of parental academic support and teachers’ emphasis on the study at 5th grade affect students’ self-management skills/habits in their middle school freshmen year (7th grade) while controlling for the other related variables. Based on a sample of 7,324 participants from the Korean Education Longitudinal Study 2013 (KELS 2013), the researcher identified several significant management-related items, among which were four commonly-worded items. These items satisfied metric and scalar invariance assumptions via confirmatory factor analysis over three-time points. Thus, using the mean of the four items as an outcome variable, self-management, a two-level growth model was constructed. The perceived level of the children's management decreased consistently over three-time points, but there existed individual differences in the growth rate. The final model with all level 1 and level 2 variables showed that the most significant variable that affected elementary school students’ management skills was their relationship with their teachers, which was followed by interaction with parents, gender, and then parental academic support. However, the lasting effect of parents’ academic support in 5th grade on their children’s self-management skills in grade 7 (middle school freshmen year) was almost similar to that of children's perceived relationships with their teachers. The role of parents and teachers to foster students’ self-management skills and its implications are discussed.
Abstract
This study investigated whether and how Korean elementary 5th grade children's self-management skills change over three-time points through the 1st year in middle school. This study also investigated how the effects of parental academic support and teachers’ emphasis on the study at 5th grade affect students’ self-management skills/habits in their middle school freshmen year (7th grade) while controlling for the other related variables. Based on a sample of 7,324 participants from the Korean Education Longitudinal Study 2013 (KELS 2013), the researcher identified several significant management-related items, among which were four commonly-worded items. These items satisfied metric and scalar invariance assumptions via confirmatory factor analysis over three-time points. Thus, using the mean of the four items as an outcome variable, self-management, a two-level growth model was constructed. The perceived level of the children's management decreased consistently over three-time points, but there existed individual differences in the growth rate. The final model with all level 1 and level 2 variables showed that the most significant variable that affected elementary school students’ management skills was their relationship with their teachers, which was followed by interaction with parents, gender, and then parental academic support. However, the lasting effect of parents’ academic support in 5th grade on their children’s self-management skills in grade 7 (middle school freshmen year) was almost similar to that of children's perceived relationships with their teachers. The role of parents and teachers to foster students’ self-management skills and its implications are discussed.
참고문헌 (30)
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