earticle

영어

The purpose of this study was to identify predictors of high school students’ core competencies by examining the effects of student- and school-level variables using a two-level multilevel analysis. The data were drawn from the 2022 “Gyeonggi School Education Survey”, focusing on high school students. A total of 4,981 students were included in the analysis, comprising 2,481 males (49.8% ) and 2,500 females (50.2%). The results of the analysis are as follows. First, the intraclass correlation coefficient (ICC) was .15, indicating that approximately 15% of the total variance in core competencies was attributable to differences between schools. Second, at the student level, experiences of private education, experiences of discrimination, self-directedness, and learning strategies were identified as significant predictors of core competencies. Among these variables, experiences of private education and discrimination had negative effects on core competencies. Third, at the school level, classroom attitude was the only variable that showed a significant positive effect on core competencies. Finally, based on these findings, implications for high school core competency– based curricula were discussed, and suggestions for future research were proposed.

한국어

이 연구의 목적은 고등학생의 핵심 역량에 대한 예측변수를 2수준 다층 분석을 적용하여 개 인 및 학교 수준의 예측변수의 영향력을 확인하는 것이다. 연구 자료는 「경기학교교육실태 조사」 의 2022년 고등학생 총 4,981명의 자료를 분석했다. 남학생은 2,481명(49.8%)이고 여학생은 2,500명 (50.2%)이었다. 연구 결과는 다음과 같다. 첫째, 집단 내 상관계수(ICC)는 0.15로써, 핵심 역량의 전체 변량 중에서 약 15%가 학교 간 차이에 의하여 설명되었다. 둘째, 학생 수준에서는 사교육 경험, 차 별 경험, 자기주도성, 학습전략이 핵심 역량의 유의한 예측변수로, 사교육 경험과 차별 경험은 부적 인 영향을 미쳤다. 셋째, 학교 수준은 수업 태도만 핵심 역량에 대해 유의한 정적 영향을 미쳤다. 끝 으로, 연구 결과를 토대로 핵심 역량의 교육과정의 시사점을 제시했다.