Adolescents' global competence: A latent profile analysis and exploration of student-, parent-, and school-related predictors of profile membership.

Autor/inn/en	Jang, Gyeongah; Schwarzenthal, Miriam; Juang, Linda P.
Titel	Adolescents' global competence: A latent profile analysis and exploration of student-, parent-, and school-related predictors of profile membership. Gefälligkeitsübersetzung: Globale Kompetenz von Jugendlichen: Eine latente Profilanalyse und Untersuchung von schüler-, eltern- und schulbezogenen Prädiktoren für die Zugehörigkeit zum Profil.
Quelle	In: International journal of intercultural relations, (2023) 92, Art. 101729, 19 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0147-1767; 1873-7552
DOI	10.1016/j.ijintrel.2022.10.005
Schlagwörter	Kompetenz; Eigenschaft; Einstellung (Psy); Selbstwirksamkeit; Jugend; Geschlechtsspezifischer Unterschied; Eltern; Schulumwelt; Lehrer; Lernender; Schülerleistung; Hochschule; Latent-Class-Analyse; Entwicklung; Profilanalyse; Jugendlicher
Abstract	In a diverse and interconnected world, developing students' global outlook is necessary. Global competence (GC) refers to the capacity and disposition to thrive in this globalized environment. In 2018, PISA conducted an international assessment of adolescents' GC. Using this data, we adopted a person-centered approach to investigating Korean adolescents' GC. The present study pursued two aims: (1) to identify GC profiles based on multiple dimensions and (2) to test what student, parent, and school variables predict membership in these profiles. The sample included 15-year-old Korean adolescents (N = 1940) and their parents (N = 1940). We conducted latent profile analysis (LPA) using Mplus and identified four distinct GC profiles: (1) Average Practice but Less Developed Profile, (2) Near-Average Profile, (3) Developed Cognition and Tolerance Profile, and (4) Whole Developed Profile. Predictors of membership in these profiles included student variables (gender, academic performance, self-efficacy), parent variables (parental economic, social, and cultural status, parents' interest in learning about different cultures), and school variables (number of learning activities at school, teachers' attitudes toward various cultural groups, school's cooperative environment). Based on our findings, we suggest educational support strategies for improving adolescents' GC. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/1