초등학교 학부모의 교육적관여 군집 유형에 따른 미래인재역량의 차이 및 영향요인 검증

The purpose of the current research is threefold; 1) to classify parental involvement activities across home and school at the upper-elementary school level; 2) to test the group differences in core competencies, which were composed of self-management, sense of community, and creative thinking; 3) to examine the influences of various factors on group memberships including parents’ socioeconomic status, child gender, the number of siblings, academic achievement, and parents’ perceptions of invitations for school involvement. Data was drawn from Korea Education Longitudinal Study of 2013(KELS: 2013). Survey reponses from a total of 6049 6th graders and their parents were analyzed. Results from cluster analysis revealed four groups of parent involvement; 1) emotional support focused and lack of school participation/ culture and leisure activities with children, 2) overall passive involvement, 3) active school participation/culture and leisure activities with children and lack of emotional support/private education, and 4) overall active involvement. Students from the fourth group showed the highest levels of all the three competencies. The third group was ranked at the second highest followed by the first cluster. The second group showed the lowest levels of all the competencies. All the study factors related to parent, child, and school had significant effects on differentiation between passive and active involvement groups. In particular, parents’ perceptions of invitations for school involvement significantly predicted the group membership to the third group. Implications for educational policy and future research were discussed.