아동·청소년기 생활시간과 학업성취 인과관계 종단분석

Longitudinal analysis of the causal relationship between the daily activities during youth and academic achievement

본 연구에서는 한국청소년정책연구원에서 제공한 아동청소년패널 2018 초4패널과 중1패널 데이터를 사용하여 아동·청소년의 생활시간과 학업성취 간 인과관계를 탐색하였다. 분석 표본은 초4패널(초4~중2)과 중1패널(중1~고2), 1차~5차까지 탈락하지 않고, 연구모형에 투입되는 변수에 결측치가 없는 초4패널 1,740명, 중1패널 1,874명이다. 아동·청소년의 생활시간은 부모와 대화시간, 수업 외 학습활동, 여가시간이고 최종 종속요인은 학업성취다. 분석방법은 아동·청소년의 생활시간과 학업성취 간 인과관계를 잠재성장모형을 설정하여 분석하였다. 잠재성장모형 분석은 5차 테이터를 투입하여 선형모형으로 추정하였으며, 모수추정 방법은 ML이다. 분석결과 초4패널과 중1패녈의 생활시간과 학업성취 간 차이가 있으며, 수업 외 학습시간과 여가시간은 두 패널 집단에서 상반된 결과를 보여주고 있다. 본 연구 결과는 아동·청소년의 생활시간과 학업성취 간 인과관계 맥락을 확인할 수 있으며, 아동·청소년기 건강한 발달을 위해 도움이 되는 기초자료로 활용할 수 있을 것으로 판단된다.

In this study, we explored the causal relationship between the daily activities and academic achievement of children and adolescents using the data from the Korean Children & Youth Panel Survey(KCYPS) 2018 provided by the National Youth Policy Institute. The analysis sample consisted of 1,740 participants from the 4th-grade panel (4th grade to 2nd-year of middle school) and 1,874 participants from the 1st-year of middle school panel (1st year of middle school to 2nd year of high school) who did not drop out from the 1st to the 5th wave and had no missing values for variables included in the research model. The independent variables consist of the daily activities of children and adolescents, including parental interaction time, extracurricular learning activities, and leisure time. The dependent variable is the academic achievement. The analysis method involved setting up a latent growth model to analyze the causal relationship between the daily activities and academic achievement of children and adolescents. The latent growth model analysis was conducted by estimating a linear model using the 5th wave data, with maximum likelihood estimation as the parameter estimation method. The results of the analysis indicate differences in daily activities and academic achievement between the 4th-grade panel and the 1st-year panel, with extracurricular learning time and leisure time showing contrasting results in the two panel groups. These findings contribute to understanding the context of the causal relationship between the daily activities and academic achievement of children.