중학생의 수준별 집단배치 및 집단 간 이동가능성에 영향을 미치는 요인 탐색

황여정(Hwang,Yeo-Jung) 고려대학교 교육문제연구소 2011 敎育問題硏究 Vol.0 No.39

This study attempts to explore the properties of ability grouping in Korean society. Two research questions were addressed in this study. First, what are the characteristics of students placed in advanced class or remedial class? Second, what are the characteristics of students experiencing upward mobility from remedial class to regular or advanced class, or downward mobility from advanced class to regular or remedial class? The data source for this study is the 2005 Korean Education Longitudinal Study (KELS), a survey conducted by the Korean Educational Development Institute. For the statistical analysis, this study employs multi-level modeling in the view of data structure. Through the analysis, this study found that even though academic achievement plays the most critical role in assigning students to each track, other variables are closely correlated with track placements such as family income, parental involvement, parents' educational expectation, and prior track placements. Also, the present study founds that upward mobility seems rare, and downward mobility seems common. These results implied that as extensive previous research maintained, mobility in particular upward mobility hardly happens in nature under ability grouping. On the basis of these findings, this study suggests that there is need of more systematic and elaborate research on the mechanisms and contexts causing these results in order to accomplish the intended goal of this policy effectively, and especially to alleviate the disadvantages that students in remedial class might suffer from. 본 연구는 한국교육종단연구 데이터를 사용하여 중학생을 대상으로 수준별 집단배치와 집단 간 이동가능성에 영향을 미치는 요인을 탐색함으로써, 이 제도가 한국 사회에서 운영되는 실제를 심도 있게 이해하고 그 함의를 고찰해 보고자 수행되었다. 이러한 연구목적을 달성하기 위해 일반화 된 위계적 선형모형(Hierarchical Generalized Linear Modeling) 분석을 실시한 결과, 먼저 수준별 집단배치의 경우, 영어ㆍ수학 교과에서 학생들을 상ㆍ하위반에 배치하는 데는 공식적인 기준인 학업성취 못지않게 가정의 소득수준, 부모의 기대교육수준, 교육적 관여 등 다양한 외부적 요인들이 인과 관계를 형성하고 있는 것으로 파악되었다. 다음으로, 집단 간 이동가능성과 관련하여, 이동이 빈번하게 이루어지기보다는 한 번 배치된 집단에의 소속이 유지될 가능성이 더 큰 것으로 파악되었다. 한편 제한된 범위에서나마 이동이 발생할 경우, 사교육에 참여하고, 스스로 공부하는 시간을 늘리며, 보다 높은 포부수준을 견지하고, 부모가 자녀에게 더 많은 기대를 부여하며 자녀 교육에 적극적으로 관여하는 경우 대체로 상향 이동을 경험할 가능성은 증가하고, 하향 이동을 경험할 가능성은 낮아지는 것으로 나타났다. 상술한 연구결과를 바탕으로 본 연구에서는 현실적으로 이미 학업성취가 뒤처진, 열악한 환경의 학생들이 수준별 이동수업 제도 하에서 실력을 쌓아 하위반을 벗어날 가능성은 좀처럼 크지 않음을 지적하였다. 따라서 하위반 학생들에게 보다 집중적이고 차별화 된 교육적 지원을 제공함으로써, 이들이 수준별 수업을 통해 좀 더 긍정적인 경험을 할 수 있는 교육적 환경을 구축할 필요가 있음을 제언하였다.

고등학생의 학업 스트레스 지각수준에 영향을 미치는 요인

황여정(Hwang Yeo-Jung) 한국청소년정책연구원 2008 한국청소년연구 Vol.19 No.3

본 연구에서는 한국청소년패널조사(KYPS) 4차년도 데이터를 사용하여 고등학생의 학업 스트레스에 영향을 미치는 요인을 다층모형(multilevel modeling)을 통해 분석하였다. 연구 결과, 성별, 계열, 진로 인식수준, 학벌주의 성향, 그리고 가정과 학교 내 사회적 관계, 지역규모, 지역평균 부모 직업지위 등이 학생들이 지각하는 학업 스트레스에 영향을 미치는 것으로 나타났다. 특히 학벌중시 성향이 강할수록, 자신의 진로에 대해 뚜렷한 방향성을 갖지 못하고 진로에 대한 정보가 부족할수록 학업 스트레스도 크게 느끼는 것으로 분석되었다. 한편 성별에 따른 분석결과에서는 남학생과 여학생 간에 학업스트레스 영향요인의 양상이 다소 상이하게 나타나, 남학생과 여학생 간에 인식차이가 존재함을 드러내 주었다. 이 같은 분석결과를 토대로 본 연구에서는 학생들에게 공부 외에 다양한 기회구조를 제공하고, 진로지도를 강화할 필요가 있음을 제언하였다. Using a sample from the Korea Youth Panel Survey (KYPS), this study explores the factors influencing academic stress experienced by high school students through multilevel modeling. The results show that students are more likely to be under stress if they are female, academically incompetent, and belong to general high schools rather than vocational ones. Moreover, students who are either highly motivated by or influenced by credentialism, and lack information about their own future careers tend to be more anxious about their studies than those who do not. This means that, in Korean society, where credentialism prevails, adolescents have a high degree of stress because they are forced to improve their academic abilities without any concomitant opportunities to develop their aptitudes or to receive career guidance. In addition, the finding that male students experienced greater academic stress than their female counterparts when their family income is higher reflects both a patriarchal climate and also reflects the gender?role differences between male students and female students in Korean society. Moreover, the results which indicate that students experienced greater academic stress when they lack social capital means that attention needs to be paid to students who are isolated from their families, friends, and school teachers.

고등학생의 더불어 사는 능력에 영향을 미치는 요인: 사회자본의 영향을 중심으로

황여정 ( Yeo Jung Hwang ),김경근 ( Kyung Keun Kim ) 안암교육학회 2013 한국교육학연구 Vol.19 No.1

Drawing on first-second wave data from Seoul Education Longitudinal Survey(SELS), this study examined the determinants of the ability to live in harmony with others of high school students using hierarchical linear modeling(HLM) method. A special attention was given to the role played by social capital in shaping adolescents` ability to live in harmony with others. Results showed that high school students` gender, academic achievement, self-efficacy, participation in voluntary service, time spent on computer games and sports activities are closely related with their ability to live in harmony with others. In addition, students` social capital built both within families and in school such as parent-child relationships, peer relationships, and student-teacher relationships proved to play an important role in determining their ability to live in harmony with others. These findings implied that the current educational settings often characterized by strong pressure on academic success and fierce competition might be fairly detrimental to the ability to live in harmony with others because they seldom allow students to have meaningful interactions with their significant others. This study suggested that more attention should be given to cultivating students` ability to live in harmony with others to cope with deepening social polarization and rapid transition to multicultural society.

입학사정관 제도에 대한 정보접근성 영향요인 및 그 계층적 함의

황여정 ( Yeo Jung Hwang ),김경근 ( Kyung Keun Kim ) 안암교육학회 2012 한국교육학연구 Vol.18 No.3

Drawing on data from Korean Educational Longitudinal Study(KELS), this study explores the factors affecting accessibility to information about admissions officer system and discuss their class-related implications. Toward that end, the logistic regression analysis was employed. The results show that parents` accessibility to information about admissions officer system is strongly influenced by parental education and labor force participation as well as child`s academic achievement and participation in shadow education. In addition, parents` expectations for child`s education and educational involvement, participation in parents` association, tendency to place a high value on schooling, and participation in educational guidance programs both inside and outside the school are also closely related to the odds of having access to information about admissions officer system. These findings imply that those students who enjoyed a comparative advantage in the existing entrance examination system will likely have an edge again under the newly introduced system. This is so because those parents who are capable of having access to more information, processing it more efficiently, and providing their children with more attention and resources can claim the high ground in preparing for their children`s educational transition as entrance examination system becomes increasingly complex and diversified over time. It is thus suggested that inequalities between classes in accessibility to information about entrance examination system should first be alleviated in order for admissions officer system to accomplish the intended goal.

수준별 이동수업이 학업성취에 미치는 효과

황여정 ( Yeo Jung Hwang ) 안암교육학회 2008 한국교육학연구 Vol.14 No.1

부모의 교육지원이 초등학생의 인지적 성취에 미치는 영향

황여정 ( Yeo Jung Hwang ),장희원 ( Hee Won Jang ),김경근 ( Kyung Keun Kim ) 안암교육학회 2014 한국교육학연구 Vol.20 No.1

Drawing on first-third wave data from Seoul Education Longitudinal Study(SELS), this study examines the effects of parental educational support on elementary school student`s cognitive achievement using hierarchical linear modeling analysis. The results show that parental educational expectation, advice on learning, and participation in private tutoring could significantly enhance elementary student`s cognitive achievement. On the contrary, cultural or leisure activities with parents and counseling with teachers have rather negative effects on student`s cognitive achievement. Also, parents-child attachment, collecting information on learning, participation in school activities, and participation in experiential activities do not exert significant influences on child`s cognitive achievement, even though they are all to some extent associated with student`s cognitive achievement. This implies that the relationships between the variables are spurious. Among school level variables, the average class atmosphere turns out to have a positive impact on student`s cognitive achievement. Taken together, it is suggested that schools put more effort into promoting parental psychological support, which is relatively independent of socioeconomic status, as well as enthusiastic class atmosphere in order to alleviate educational inequality.

청소년활동 참여 경험이 중학생의 갈등해결역량에 미치는 영향

황여정(Hwang Yeo Jung) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.11

This study was conducted to analyze the effect of youth activities on conflict resolution capability of middle school students using 「Korean Children & Youth Panel Study 2018」data collected by the National Youth Policy Institute. Especially, this study tried to reflect various aspects of youth activities, such as participation in activities, level of participation, and satisfaction with activities. In addition, this study conducted a multi-level modeling analysis for accurate analysis considering the structure of data. The main results are as follows. First, experience in participating in youth activities has an independent effect on enhancing the conflict resolution capability of middle school students. Specifically, the higher the level of participation in youth activities and the higher the satisfaction level of experiential activities, the more positive effects it has on conflict resolution capability. On the other hand, the effect of participation in intra-school and out of-school circles was not clear. Based on these findings, this study argued that many youths should be provided with opportunities to participate in high-quality youth activities in order to effectively develop conflict resolution capabilities.

일반계 고등학생의 유형별 학습시간 영향요인에 관한 종단적 분석

백병부(Baek Byoung-Bu),황여정(Hwang Yeo-Jung) 한국청소년정책연구원 2011 한국청소년연구 Vol.22 No.1

본 연구는 일반계 고등학생을 대상으로 학습시간의 배분 양상과 그 변화에 영향을 미치는 요인을 구명하기 위해 실시되었다. 분석 결과 학습시간의 초기치에 영향을 미치는 요인 중에서는 이전 학업 성취와 교육포부 수준이 공통적으로 중요한 영향을 미치는 것으로 파악되었다. 또한 학교학습 및 개인학습 시간은 부모 학력으로부터 일부 영향을 받지만, 가계 소득과는 크게 관련이 없는 것으로 분석 되었다. 그러나 사교육에 투입한 시간은 가정의 경제적 수준과 대단히 밀접한 관계가 있는 것으로 나타났는데, 특히 이러한 현상은 학기 중 사교육 시간보다 방학 중 사교육 시간에서 보다 분명하게 드러났다. 아울러 가계 소득이 높고 학업성취가 우수한 학생들은 시간이 지남에 따라 사교육에 투입하는 시간을 줄이는 속도도 더딘 것으로 나타났다. 또한 본 연구에서는 성별에 따라 학습시간 사용 패턴에 차이가 있음을 확인할 수 있었다. 특히 이러한 차이는 학업성취에 중요한 영향을 미치는 학교학습 및 개인학습 시간에서 분명하게 드러났는데, 구체적으로 여학생들이 초기수준에서부터 더 많은 학습시간을 투입하고 있었으며, 학년이 올라감에 따라 증가하는 속도도 더 빠른 것으로 파악되었다. ??This study was conducted to analyze the factors affecting each type of studytime of general high school students. The major findings of our research are as follows. First, our research indicates that previous levels of academic achievement and educational aspiration constitute the main influence on the initial view of the value of study?time. Second, although household income did not have a significant effect on study?time, the parental levels of education have an important influence on study?time in school and home. Third, private tutoring time is closely related to household income. Further, this study reveals that this relationship between household income and private tutoring time is much stronger during vacations. Forth, students from high?income families and those with high levels of academic achievement tend to decrease their private tutoring time more slowly. Finally, our research indicates that students' study?time allocation is related to the student's gender. Specifically, this difference is more prominent in self?study time and school?study time.

소년원생의 안정적 사회정착을 위한 실태조사 및 정책지원 방안 연구 (Ⅱ)

박성훈(Park, Seong-hoon),조영오(Jo, Young-oh),김정숙(Kim, Jung-sook),황여정(Hwang, Yeo-jung),이주영(Lee, Joo-young) 한국형사법무정책연구원 2018 형사정책연구원 연구총서 Vol.- No.-

소년원생의 안정적 사회정착을 위한 실태조사 및 정책지원 방안 연구 (Ⅰ)

박성훈(Park, Seong-hoon),김지영(Kim, Ji-young),조영오(Jo, Young-oh),김현정(Kim, Hyun-jung),황여정(Hwang, Yeo-jung),김정숙(Kim Jung-sook),배상균(Bae, Sang-kyun),고나영(Ko, Na-yeong) 한국형사법무정책연구원 2017 형사정책연구원 연구총서 Vol.- No.-