경상남도 초등학생의 학생역량에 영향을 미치는 변인 분석

Abstract

The purpose of this study is to analyze variables that affect the student capabilities of elementary school students in Gyeongsangnam-do. For this purpose, data from the first year of the Gyeongnam Education Longitudinal Study(GELS21) of the Education Research and Information Institute of the Gyeongsangnam-do Office of Education were used. Personal area variables(social desirability, life satisfaction, self-directed learning, after-school school participation time, learning activity participation time, reading time, exercise time, TV and media use time, social activity time) targeting a total of 3,860 people. Home domain variables(relationship and support with parents), school domain variables(class attitude, class atmosphere, relationship with homeroom teacher, academic burnout, school education satisfaction) are used to determine six student competencies(self-management competency, knowledge and information competency, and creativity). The impact on thinking competency, aesthetic emotional competency, communication competency, and community competency was analyzed. All analyzes were performed using descriptive statistics and multiple regression analysis using SPSS 22.0. The main results are as follows. First, in the case of self-management capabilities, among personal domain variables, social desirability, life satisfaction, self-directed learning, participation in learning activities, exercise, and social activities were found to have a positive influence, while TV and media use were found to have a negative influence. Among the variables in the home domain, relationships with parents and parental academic support were found to have a positive influence, and among the variables in the school domain, positive classroom attitude, relationship with homeroom teacher, and satisfaction with school education were found to have a positive influence. Second, in the case of knowledge information processing capabilities, social desirability, self-directed learning, participation in learning activities, reading, and exercise among personal domain variables were found to have a positive influence, and among home domain variables, parents' academic support was found to have a positive influence. Among the variables in the school domain, positive classroom attitude, relationship with homeroom teacher, and academic burnout were found to have a positive influence. Third, in the case of creative thinking competency, among personal domain variables, social desirability, self-directed learning, participation in learning activities, reading, and exercise have a positive influence, and among home domain variables, relationship with parents and parental academic support have a positive influence. It was found to have an effect. Among school domain variables, relationship with homeroom teacher, academic burnout, and school education satisfaction were found to have a positive influence. Fourth, in the case of aesthetic emotional competency, among personal domain variables, social desirability, life satisfaction, self-directed learning, participation in learning activities, exercise, and social activities were found to have a positive influence, while TV and media use were found to have a negative influence. Among the variables in the home domain, parents' academic support was found to have a positive influence, and among the variables in the school domain, the relationship with the homeroom teacher and satisfaction with school education were found to have a positive influence. Fifth, in the case of communication competency, among personal domain variables, social desirability, self-directed learning, participation in learning activities, reading, and social activities were found to have a positive influence, while life satisfaction and TV and media use were found to have a negative influence. Among the variables in the home domain, relationships with parents and parental academic support were found to have a positive influence, and among the variables in the school domain, positive classroom attitude, relationship with homeroom teacher, academic burnout, and school education satisfaction were found to have a positive influence. Sixth, in the case of community competency, among personal domain variables, social desirability, life satisfaction, self-directed learning, participation in learning activities, participation in after-school programs, social activities, and reading have a positive influence, and TV and media use have a negative influence. It was found that Among the variables in the home domain, relationships with parents and parental academic support were found to have a positive influence on community competency, and among the variables in the school domain, positive classroom attitude, relationship with homeroom teacher, and school education satisfaction were found to have a positive influence. Based on these results, discussions and policy recommendations were presented.