Applying the social-ecological framework on the pattern of longitudinal trajectory of truancy in South Korean adolescents

Dong Ha Kim

Children and Youth Services Review, 2020, vol. 119, issue C

Abstract: The present study aims to identify the trajectory pattern of truancy from early adolescence in South Korea and to examine the association of each trajectory pattern with social-ecological based factors. The participants were 2378 elementary school students who completed the Korean Welfare Panel Study at five time points that covered from late elementary school to the first year of high school. Latent Class Growth Analysis identified three truancy trajectories: truancy increasing group, truancy decreasing group, and non-truant group. At the individual level, the truancy increasing group was more likely to be composed of males and have higher levels of game use than non-truants. Both the truancy increasing and decreasing group were more likely to have higher levels of aggression and depression than the non-truant group. At the family level, non-traditional structures and poor parental affection were more associated with the truancy increasing group. At the peer/friend level, the truancy increasing group was more likely to have poor peer relations than the non-truant group or truancy decreasing group, and more likely to have associations with delinquent peers than the non-truant group. At the school level, the truancy increasing group reported being less likely to have positive relations with teachers, to engage in school activities, and to follow school rules than the non-truant group. These findings could allow for more specific and targeted interventions designed to meet the needs and risk factors associated with the different typologies of truants in South Korea.

Keywords: Truancy; Social-ecological framework; Early adolescence; Longitudinal trajectory; Latent class growth analysis (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:119:y:2020:i:c:s0190740920311427

DOI: 10.1016/j.childyouth.2020.105511

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