성장혼합모형을 활용한 청소년의 정서행동문제 변화궤적에 따른 잠재집단분류 및 예측요인 검증

초록

Objectives The purpose of this study was to identify latent classes based on the developmental trajectories of in ternalizing and externalizing problem behaviors among adolescents, focusing on differences by class and gender. Additionally, this study aimed to examine predictive factors for group classification to explore intervention strat egies for preventing and reducing adolescents' problem behaviors. Methods For this study, data from the 2018 Korean Children and Youth Panel Survey (KCYPS 2018) were analyzed, targeting 4th to 6th grade elementary school students and 1st to 3rd grade middle school students. Internalizing and externalizing emotional and behavioral problems were examined by gender. The analysis was conducted using SPSS and Mplus programs, employing Growth Mixture Modeling (GMM) and Multiple Logistic Regression (MLR) to longitudinally investigate the interactions between individual and environmental factors. Results The analysis of latent classes based on the trajectories of each variable revealed the following: four latent classes for internalizing problems and three latent classes for externalizing problems among male elementary school students; four latent classes for internalizing problems and two latent classes for externalizing problems among female elementary school students; three latent classes for internalizing problems and two latent groups for externalizing problems among male middle school students; and three latent classes for both internalizing and externalizing problems among female middle school students. Significant predictors for the classification of latent classes in internalizing problems among male elementary school students included self-esteem, grit, and peer relationships, while predictors for externalizing problems included grit, self-esteem, and peer relationships. For fe male elementary school students, self-esteem, grit, and peer relationships significantly predicted internalizing problem group classifications, while self-esteem, grit, peer relationships, and teacher relationships predicted ex ternalizing problem group classifications. Among male middle school students, significant predictors for internaliz ing problems included grit, self-esteem, peer relationships, and teacher relationships, while grit, self-esteem, and peer relationships predicted externalizing problem groups. For female middle school students, significant pre dictors for internalizing problem group classifications included grit, self-esteem, and peer relationships, while grit was the sole significant predictor for externalizing problem group classifications. These findings indicate that the odds ra tios of predictive factors for latent group classification of emotional and behavioral problems differ across groups. Conclusions To reduce and prevent adolescents' internalizing and externalizing problem behaviors, the findings suggest that targeted interventions tailored to latent groups based on class and gender differences are more ef fective than uniform interventions applied to all individuals.

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