잠재전이분석을 활용한 저소득층 청소년 대상 멘토링 장학사업 참여자의 자기주도학습 전이 양상과 영향 요인 탐색 = Transitions and Influencing Factors of Self-Directed Learning Patterns among Low-Income Adolescents

다국어 초록 (Multilingual Abstract)

In a reality where low-income adolescents have limited opportunities to change their external circumstances, fostering self-directed learning (SDL) is essential for enabling them to sustain learning and actively shape their developmental trajectories. Such growth requires continuous social and educational support. This study aimed to identify latent profiles of SDL among low-income adolescents who participated in the Mentoring Scholarship Program for two consecutive years and to examine their transition patterns and influencing factors over time. Using survey data collected in 2022 and 2023, a latent transition analysis was conducted. The results identified three profiles in 2022 (high, 46.2%; medium, 41.7%; low, 21.1%) and two profiles in 2023 (high, 84.6%; medium, 15.4%). The high group remained stable, while many in the medium group and all in the low group transitioned to higher levels. Adversity-overcoming will, problem-solving ability, and psychological stability positively influenced upward transitions, whereas personal background and self-efficacy were not significant. These findings suggest that SDL among low-income adolescents is not a fixed characteristic but a dynamic process driven by resilience and continuous striving. They study provides empirical insights for developing targeted educational strategies to reduce learning disparities.