Typology and Changes of Mothers’ Educational Involvement in Korea During the First Two Years of Elementary School: A Latent Transition Analysis
AUTHOR : 권소영, 이재림
INFORMATION : page. 1~25 / 2019 Vol.26 No.4
Based on the dimensions of the parental involvement model by Epstein et al. (2002), we examined the patterns of mothers’ educational involvement during their children’s first and second grades of elementary school using a latent transition analysis. Data came from 380 mothers who participated in both the first- and second-grade waves of the Panel Study of Korean Parental Educational Involvement. For the first grade, mothers educational involvement was grouped into three types: (a) minimum school involvement (27.3%), (b) relatively high involvement (60.6%), and (c) active volunteer involvement (12.1%). For the second grade, mother’s involvement was classified into two types: (a) relatively low involvement (92.7%) and (b) active school involvement (7.3%). Regardless of type during the first year, the mothers were likely to be categorized into the “relatively low involvement” type during the second year. The factor of maternal work hours was significant in that it predicted the groups. Our results suggest that while mothers are involved in education in more diverse forms when their children are in the first grade, the majority of mothers make a transition to the “relatively low involvement” type in the second grade as the child adjusts to school. This study also provides useful information for establishing public policies that promote parental educational involvement.