A Multilevel Analysis of Change in Hatred of Academic Work during High School: Focusing on the Sociocultural Background of Korea

Autor/inn/en	Lee, Minyoung; Cho, Soohyun; Lee, Sang Min
Titel	A Multilevel Analysis of Change in Hatred of Academic Work during High School: Focusing on the Sociocultural Background of Korea
Quelle	In: Journal of Psychologists and Counsellors in Schools, 29 (2019) 2, S.166-176 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Sang Min)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1037-2911
DOI	10.1017/jgc.2019.6
Schlagwörter	High School Students; Student Attitudes; Parent Child Relationship; Parent Aspiration; Psychological Patterns; Intervention; Gender Differences; Depression (Psychology); Risk; Educational Policy; Test Anxiety; Foreign Countries; Attitude Change; Correlation; Socioeconomic Status; Teacher Student Relationship; Personal Autonomy; Negative Attitudes; Academic Achievement; South Korea + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternwille; Geschlechterkonflikt; Risiko; Politics of education; Bildungspolitik; Examination phobia; Testangst; Prüfungsangst; Ausland; Attitudinal change; Einstellungsänderung; Korrelation; Socio-economic status; Sozioökonomischer Status; Teacher student relationships; Lehrer-Schüler-Beziehung; Individuelle Autonomie; Negative Fixierung; Schulleistung; Korea; Republik
Abstract	Development of academic hatred was examined at four time points across 7 months among 1,015 South Korean high school students. A multilevel growth model showed that the baseline of, and change in, academic hatred varied across individuals and classrooms. At the individual level, gender, parents' academic pressure, depression, and test anxiety were related to the initial level of academic hatred; gender and test anxiety were associated with a decrease in academic hatred over time. At the class level, lower socio-economic status and higher teachers' autonomy support were associated with a lower baseline of academic hatred, and higher teachers' autonomy support decreased academic hatred. Influence mechanisms of protective and risk factors on students' academic hatred can be considered for strategic and policy interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01