중학생의 ICT 활용유형과 ICT 리터러시에 따른 잠재집단 분류 및 창의성, 학업성취와의 관계 = Profiles of middle school students’ ICT use and perceived ICT literacy and their associations to creativity and academic achievement

다국어 초록 (Multilingual Abstract)

This study attempted to classify potential subgroups based on the ICT use and perceived ICT literacy of middle school students. We also aimed to examine whether there are differences in the levels of sub-dimensions of creativity such as curiosity, originality, and the pursuit of knowledge and academic achievement in Korean, mathematics, and English depending on the subgroup membership. A total of 3,673 responses of the third-year middle school students collected from the 2010 Seoul Education Longitudinal Study (SELS) were used for latent profile analysis. Results revealed three unique latent subgroups: (1) overall high-level group (78.2% of the full sample), (2) low-frequency․high-literacy group (9.6%), and (3) medium-frequency․low-literacy group (12.2%). The overall high-level group and low-frequency․high-literacy group showed significantly higher creativity and academic achievement than the medium-frequency․low-literacy group. In addition, the overall high-level group yielded lower academic achievement in mathematics than the low-frequency․high-literacy group, but there were no significant differences in creativity and Korean and English academic achievement between these two groups. Our findings provide important insight into how to provide personalized instruction and guidance for students with different levels of ICT use and perceived ICT literacy to improve their creativity and academic achievement. Limitations of the present study and suggestions for future studies are discussed.

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