ScholarWorks@Korea University: Kim, Kyung keun

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Kim, Kyung keun (김경근)

College of Education (Department of Education)

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Tel 02-3290-2300
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academic achievement:17||학업성취:16||가정배경:14||family background:13||다문화 수용성:8||school adjustment:5||위계적 선형모형:5||hierarchical linear modeling:5||학교적응:4||교육수준:4||parental socioeconomic status:4||교육격차:4||structural equation modeling:4||구조방정식 모형:4||온라인 육아 커뮤니티:4||educational attainment:4||multicultural acceptability:4||방과후학교:4||Online parenting communities:4||educational homogamy:4||social capital in the family and at school:3||international marriage migrant women:3||ethnic identity:3||사회경제적 지위:3||participation in school activities:3||shadow education:3||사회자본:3||종족정체성:3||교육적 동질혼:3||multicultural acceptance:3||다층모형:3||multicultural education:3||afterschool program:3||다문화교육:3||higher education:3||social capital:3||longitudinal overview:2||authorship:2||selection bias:2||English achievement:2||children from international marriage family:2||4차 산업혁명:2||educational aspirations:2||교육열:2||civic consciousness:2||사교육 참여:2||vocational high school students:2||content analysis:2||South Korea:2||multilevel models:2||Education Welfare Priority Zone Plan:2||ACE:2||demand for alternative education:2||English kindergarten:2||인지적 성취:2||Childrearing concerns:2||structural equation model:2||education gap:2||cultural capital:2||temporal trends:2||IQRP:2||PISA:2||사회적 약자 우대:2||education fever:2||household income:2||moderating effect:2||사회적 지지:2||modernization:2||English Program in Korea (EPIK):2||afterschool programs:2||duration of computer use:2||사회적 연결망:2||이중차분법:2||로지스틱 회귀분석:2||panel analysis:2||양육방식:2||가구소득:2||양육태도:2||social support:2||child’s education:2||college attendance:2||Korean Journal of Sociology of Education:2||marriage years:2||English divide:2||children's gender:2||자녀양육 고민:2||Multicultural Acceptance:2||parenting styles:2||undocumented immigrant workers:2||socioeconomic status(SES):2||parental involvement:2||education safety net:2||migration for children's education:2||영어유치원:2||고등교육:2||교사학생 관계:2||teacherstudent relationships:2||탈북청소년:2||학교활동 참여:2||ordinal regression analysis:2||bordercrossing identity:2||research method and article content:2||educational inequality:2||propensity score matching approach:2||사교육:2||텍스트 네트워크 분석:2||진학정보 인지 수준:2||패널분석:2||부모의 사회경제적 지위:2||a sense of community:2||공동체의식:2||transnational family:2||networkbased educational support system:2||student achievement:2||교육열망:2||변화의 시대:2||building students’ character and social skills:2||school choice:2||Big data:1||피로도:1||수학:1||an era of change:1||Logistic regression:1||매개효과:1||가정 및 학교 내 사회적 자본:1||질적연구:1||고학력:1||잠재성장모형:1||저출산:1||family building process:1||접촉경험:1||future prospects:1||성취압력:1||제한적 기회구조:1||social psychological factors:1||parental income:1||childrearing and education:1||가족탄력성:1||students’ major:1||Multicultural Education:1||parental educational support:1||computer use pattern:1||결혼이주여성:1||더불어 사는 능력:1||건강:1||저자 특성:1||citizenship education:1||segregation:1||private tutoring:1||선택편의:1||계층화:1||사회문화적 스펙트럼:1||sociocultural spectrum:1||사교육비:1||status attainment:1||세대 간 지위이동:1||speciality aptitude education:1||첫 일자리:1||first jobs:1||교육목적 탈한국:1||logit model:1||유교문화:1||자녀 연령별 차이:1||Mass Media:1||social networks:1||담론 분석:1||education gaps:1||4th industrial revolution:1||tiredness:1||timeuse survey:1||the fourth industrial revolution:1||educational paradigm:1||교육포부:1||autonomous private high school:1||자녀 수 결정:1||education fever phenomenon:1||child deprivation index:1||교육과 출산 간 관계:1||multicultural attitudes:1||adolescents' multicultural attitudes:1||parental multicultural attitudes:1||청소년의 다문화적 태도:1||부모의 다문화적 태도:1||school mean SES:1||대학 전공:1||earlycareer labor market outcomes:1||time to degree:1||multilevel analysis:1||대학 재학기간:1||콕스비례위험모형:1||GPA:1||cognitive achievement:1||사회심리학적 접근:1||sensitivity analysis:1||민감도 분석:1||위계적 일반화 선형모형:1||occupational status:1||East Asian educational systems:1||학교선택:1||외고 효과:1||가족 내 사회자본:1||대학 진학:1||정보접근성:1||barriers to intermarriage:1||종단적 추이 분석:1||sociopsychological factors:1||methods of educational support:1||educational gaps:1||remedial academic instruction:1||specialty and aptitude education:1||students from lower class:1||internationalization of higher education:1||employment pattern:1||college graduates:1||Text network analysis:1||recruitment:1||multilevel modeling:1||random effects model:1||수업시간에 잠을 자는 행위:1||Topic modeling:1||선택요인:1||부산교육종단연구:1||신종 코로나바이러스 감염증:1||decline in schoolaged population:1||Deep learning:1||가정 및 학교 내 사회자본:1||differenceindifferences:1||세계화:1||globalization:1||College admissions:1||elementary school students:1||qualitative research:1||link between education and fertility:1||meritocratic attitudes:1||multiple regression model:1||정책적 개입:1||학교 다문화적 풍토:1||class identification:1||자녀양육과 교육:1||재영토화:1||cultural identity:1||학업지원:1||시민의식:1||직업지위:1||health condition:1||자녀교육 기획:1||초국적 가족:1||prestigious fouryear college:1||College Scholastic Ability Test:1||propensity score matching analysis:1||대수선형모형:1||연구방법:1||사회심리학적 요인:1||시민교육:1||경향점수매칭모형:1||stratification:1||college selectivity:1||대학의 위세:1||자녀교육 지원 양상:1||educational expectations for children:1||Hackman model:1||사회양극화:1||고급문화활동:1||transition to postsecondary education:1||컴퓨터 이용 시간:1||discriminatory behaviors:1||영과잉 음이항 모형:1||zeroinflated negative binomial regression model:1||Parents with young children:1||Differences by age of children:1||직접 접촉:1||대중매체:1||기초생활수급 가정:1||comments:1||Cognitive achievement:1||Affective achievement:1||학령인구 감소:1||수면시간:1||school start at 9:1||Korean education:1||학습활동적응:1||discrete  time survival analysis:1||캥거루족:1||low fertility:1||미래 전망:1||desires for upward mobility:1||pervasive anxiety:1||불안의 미만:1||다중회귀분석:1||시회심리학적 요인:1||휴대전화 이용행태:1||experiences of mentoring multiculturalfamily students:1||계층의식:1||Hometown:1||family resilience:1||employment prospects:1||ego resiliency:1||subjective quality of life:1||자기주도적 학습능력:1||삶의 질:1||기본적 인성과 사회성 함양:1||수학능력시험:1||경향점수 매칭방법:1||occupational aspiration:1||classrelated implications:1||결혼 장벽:1||High School Equalization Policy:1||시계열 추세:1||지위획득:1||특기적성교육:1||교육불평등:1||keeping one's distance:1||문화자본:1||대학진학:1||차별 가해:1||로짓모형:1||가산분석모형:1||서열 중시 문화:1||교육적 유산:1||logistic regression:1||능력주의:1||affirmative action:1||코로나19:1||math achievement:1||진학준비 행동사회경제적 지위:1||진학준비 행동:1||mentoring:1||sleeping in class:1||다층 순서형 로지스틱 회귀분석 모형:1||Sentiment analysis:1||감성분석:1||혁신학교:1||정의적 성취:1||딥러닝:1||Hierarchical Attention Networks (HAN):1||attitudes toward affirmative action in college admissions:1||academic resilience:1||reading:1||고등학생:1||실력주의:1||afterschool selfcare:1||childrearing practices:1||능력주의 태도:1||limited opportunity structure:1||mobile phone use for recreation:1||성장지:1||Family Background:1||초기 노동시장 성과:1||가계소득:1||reterritorialization:1||이주노동자 가정:1||평균 평점:1||공동체 의식:1||부모의 교육지원:1||부모의 기대교육수준:1||selfdirected learning ability:1||사회이동:1||서열회귀분석:1||social network:1||미등록 이주 노동자:1||교육사회학연구:1||자녀교육 욕구:1||social psychological mediators:1||구조방정식 모형 분석:1||교육안전망:1||language training abroad:1||social polarization:1||mentors:1||대학생 멘토:1||소외계층:1||동화:1||highbrow cultural activities:1||한국어 존비어체계:1||preparation for entry to high school:1||임의효과 모형:1||Discourse analysis:1||Innovative schools:1||novel coronavirus infection (COVID19):1||계층적 주의 네트워크(hierarchical attention networks: HAN):1||9시 등교 정책:1||읽기:1||한국 교육:1||방과후 돌봄공백:1||mediator effect:1||NEET족:1||youth unemployment:1||NEETs:1||종단분석:1||achievement gap:1||자율형 사립고등학교:1||학업성취 격차:1||North Korean migrant youths:1||미시거시 모형:1||academic press:1||학생구성:1||학교평균 사회경제적 지위:1||policy interventions:1||multicultural school climate:1||다문화강좌 수강 경험:1||가족 및 학교 내 사회자본:1||가족구조:1||family structure:1||College Major:1||undocumented migrant workers and their families:1||deterritorialization:1||졸업 속도:1||Cox proportional hazard model:1||a Sense of Community:1||자아탄력성:1||social psychological approach:1||family communication style:1||academic support:1||participation in private education:1||quality of life:1||Mongolian migrant workers:1||경계적 정체성:1||자녀교육:1||국제결혼이주여성:1||직업포부:1||입학사정관 제도:1||역U자형 곡선 가설:1||구조방정식모형:1||원어민 영어수업:1||영어 성취도:1||migrant parents:1||지역사회 네트워크:1||토빗모형:1||헤크만모형:1||특기적성:1||거리두기:1||adaptation strategies:1||교육적 관여:1||대졸자:1||취업형태:1||자녀의 성별:1||count model:1||the Korean honorifichumble language system:1||Confucianism:1||채용:1||COVID19:1||national assessment of educational achievement(NAEA):1||Indirect Contact:1||mentor teachers’ selfefficacy:1||multilevel ordinal logistic regression model:1||학교 수업 미참여 행위:1||factors influencing parents’ choice:1||text network analysis:1||Busan Education Longitudinal Study(BELS):1||School satisfaction:1||학교만족도:1||the era of change:1||빅데이터:1||입시에서의 사회적 약자 우대 태도:1||생활시간조사:1||학업탄력성:1||교육패러다임:1||Meritocracy:1||latent growth modeling(LGM):1||North Korean Migrant Youths:1||difference in differences:1||교육열 현상:1||아동 결핍지수:1||community child center:1||micromacro model:1||intergroup contact:1||조절효과:1||차별적 효과:1||socioeconomic composition:1||experiences with multicultural education:1||inheritance of wealth:1||부의 대물림:1||탈영토화:1||Hierarchical Linear Modeling:1||parental educational expectation:1||위계적 선형 모형:1||가정 내 의사소통 방식:1||교사 지지:1||hierarchical generalized linear model(HGLM):1||comparative study:1||몽골 이주근로자:1||social capital within family:1||accessibility to information:1||admissions officer system:1||loglinear models:1||the inverted Ushaped trend:1||연구주제:1||결혼 코호트:1||근대화:1||영어격차:1||사회심리학적 매개변인:1||propensity score matching model:1||경향점수 매칭 모형:1||어학연수:1||국제결혼가정:1||이주 근로자 가정 청소년:1||standard employment:1||대안교육 수요:1||수도작 농경문화:1||educational legacies:1||국가수준 학업성취도 평가:1||Direct Contact:1||socioeconomic status:1||멘토링:1||school disengagement behaviors:1||수업시간에 수업과 관련 없는 일을 하는 행위:1||댓글:1||sleep hours:1||high school students:1||mathematics:1||입시:1||Affirmative action:1||초등학생:1||learning adaptation:1||kangaroo tribe:1||economic self  reliance:1||경제적 자립:1||비연속시간 생존분석:1||청년실업:1||지역아동센터:1||다문화적 태도:1||상승 열망:1||caring attitudes towards the socially disadvantaged:1||사회적 약자 배려 성향:1||구조적 관계:1||childrearing attitudes:1||peer relationships:1||다문화가정 학생 지도 경험:1||공동체적 시민의식:1||전공계열:1||취업전망:1||students’ speed toward graduation:1||문화정체성:1||주관적 삶의 질:1||perceived teacher support:1||컴퓨터 이용 행태:1||ability to live in harmony with others:1||planning of child's education:1||사회적 관계망:1||foreign language high school effects:1||위세 높은 대학:1||전문계 고등학교:1||계층적 함의:1||내용분석:1||이주가정 학부모:1||교육복지투자우선지역 지원사업:1||intergenerational mobility:1||교과보충:1||적응전략:1||migrant youths:1||assimilation:1||고등교육 국제화:1||정규직:1||hierarchical culture:1||ricefarming culture:1||영유아 부모:1||meritocracy:1||수학 성취도:1||Immigrant Contact:1||이주민 접촉:1||간접 접촉:1||knowledge of school information:1||basic subsistence families:1||멘토교사 자기효능감:1||doing things unrelated to the lesson in class:1||토픽모델링:1||

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