ScholarWorks@Korea University: Hong, Se hee

Detailed Information

Hong, Se hee (홍세희)

College of Education (Department of Education)

Research Area

Tel 2291
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Keyword

청소년:20||latent class analysis:18||longitudinal study:15||adolescents:15||종단연구:10||성장혼합모형:10||잠재프로파일분석:9||메타분석:8||잠재성장모형:7||job satisfaction:7||잠재계층분석:7||latent profile analysis:7||자아존중감:6||latent transition analysis:6||잠재전이분석:6||잠재프로파일 분석:6||잠재계층:6||Latent Profile Analysis:6||회복탄력성:5||삶의 만족도:5||life satisfaction:5||그릿:4||잠재계층 분석:4||latent growth model:4||조절된 매개효과:4||SNS:4||adolescent:4||직렬다중매개모형:4||aggression:4||Latent profile analysis:4||직장만족도:4||structural equation modeling:4||Latent Transition Analysis:4||공격성:4||한국아동패널:4||Job Satisfaction:4||중학생:4||APIM:3||growth mixture model:3||학교적응:3||selfesteem:3||dual trajectory model:3||depression:3||Academic stress:3||latent growth modeling:3||Resilience:3||다집단 분석:3||휴대전화 의존도:3||직무만족도:3||Metaanalysis:3||생존분석:3||Monte Carlo simulation study:3||진로성숙도:3||Machine learning:3||자아탄력성:3||다집단분석:3||suicidal ideation:3||생활만족도:3||KCYPS 2018:3||우울:3||초등학생:3||Happiness:3||Job satisfaction:3||metaanalysis:3||매개효과:3||ERGM:2||Grit:2||다문화 청소년:2||growth mixture models:2||여가시간:2||기혼여성:2||Gender Role Perception:2||Monte Carlo simulation:2||latent means comparison:2||multilevel factor mixture modeling:2||부정문항:2||disability acceptance:2||직무적합도:2||middle school students:2||자살생각:2||생태학적 요인:2||온라인 게임:2||skewt distribution:2||학교 밖 청소년:2||조직몰입:2||Relationship:2||여가활동:2||진로정체감:2||KCYPS 2010:2||다문화청소년:2||multiple group analysis:2||multilevel growth model:2||runaway:2||adolescence:2||KOSAPS:2||daily time use:2||Growth Mixture Model:2||sense of community:2||고령화연구패널조사:2||방법효과:2||다층구조방정식:2||academic achievement:2||delinquency:2||youth employee:2||순차적 매개효과:2||행복감:2||Latent Class Analysis:2||스마트폰 의존:2||Smartphone Addiction:2||method effect:2||CTCU:2||문화적응 스트레스:2||일자리만족도:2||multigroup analysis:2||잠재전이모형:2||school violence:2||비행:2||진로교육:2||emotional depression:2||sample size:2||머신러닝:2||Growth mixture model:2||분할함수 성장모형:2||mobile phone dependence:2||학업 스트레스:2||resilience:2||CTCM:2||장애수용:2||autoregressive crosslagged model:2||양육스트레스:2||ecological factors:2||잠재프로파일:2||MetaAnalysis:2||Adolescent:2||organizational commitment:2||Leisure Time:2||자기효능감:2||스마트폰 중독:2||산재근로자:2||이중 변화형태 모형:2||Adolescents:2||social support:2||PISA 2012:2||피해 및 가해경험:2||양육태도:2||turnover intention:2||PISA 2018:2||moderatedmediation effect:2||financial aid:2||산재보험패널:2||keyword network analysis:2||KLoSA:2||victimization and bullying:2||math achievement:2||early adolescents:2||school adjustment:2||행복:2||잠재전이 분석:2||사교육:2||키워드 네트워크 분석:2||GMM(Growth Mixture Model):2||학교폭력:2||survival analysis:2||parenting stress:2||Panel Study on Korean Children(PSKC):2||다층모형:2||타당화:2||Life Satisfaction:2||the Panel Study on Korean Children:2||Personality:1||인성:1||관계성:1||PSKC(Panal Study on Korean Children):1||Leisure Activities:1||lagged effects:1||사회적 자본:1||social capital:1||Mediation analysis:1||SelfEsteem:1||가정생활 만족도:1||Contact:1||연락:1||School Adjustment:1||문화적응스트레스:1||성역할인식:1||부모 학력:1||Private education:1||일자리 만족도:1||저출산:1||structural hole:1||사회활동:1||job expectation:1||agreement bias:1||3단계:1||직무몰입:1||multigroup analysis:1||National assessment of educational achievement:1||BMI(Body Mass Index):1||개인요인:1||learning activities:1||youth employment policies:1||다문화청소년 패널조사(MAPS):1||수학흥미:1||helpseeking behavior:1||college academic achievement:1||학업성취:1||actorpartner interdependence model:1||Information Literacy Instruction:1||protective factors:1||보호요인:1||Cox Proportional Hazard Model:1||장애인 자영업자:1||자영업 이탈:1||마음챙김:1||불안증상:1||depressive symptoms:1||Difficulties in Emotion Regulation Scale:1||성취동기:1||Autonomous:1||컴퓨터 사용 목적:1||violence:1||ethnicity:1||청소년 폭력:1||Validation:1||multilevel data:1||data transformation:1||장애수용도:1||창업:1||수학:1||career education:1||willingness to take risks:1||사회적관계:1||진로결정 자기효능감:1||multilevel structural equation modeling:1||사회경제적 지위:1||interaction with others:1||school adaptation:1||Kmeans clustering:1||parenting attitude:1||student’s life satisfaction:1||뉴스 미디어 레퍼토리:1||Smartphone Dependence:1||Dropout intention:1||요인분석:1||한국아동패널 12차:1||Vocational High School:1||Employment:1||진로:1||effects of covariates:1||Selfconcept:1||Internet Addiction:1||예방 프로그램:1||Internalizing and externalizing problem behavior:1||외현화 문제행동:1||dual latent profile analysis:1||Korea Education Termination Study(KELS) 2013:1||Career decisionmaking:1||working mom:1||Confucianism and Buddhism:1||Development and Validation of measurement tool:1||학교 적응:1||팬덤:1||학업태도:1||career identity:1||egoresilience:1||Moderated mediation analysis:1||성차연구:1||초등학생의 스마트폰 사용 유형:1||Vulnerable Adolescents:1||직렬다중매개효과:1||등록금 부담감:1||Work Satisfaction:1||일 만족도:1||경제 수준:1||Economic level:1||HLM:1||multilevel modeling:1||Panel Study of Worker’s Compensation Insurance:1||일과 가정 양립:1||ego network:1||married women:1||부부친밀감:1||이중 변화형태모형:1||은퇴자:1||다층 요인혼합모형:1||negatively worded item:1||multicultural adolescent:1||cultural adaptation stress:1||serial multiple mediation model:1||재취업:1||Positive Psychology:1||GRIT:1||Multivariate multilevel modeling:1||직무만족:1||교우관계:1||사회적 지지:1||잠재평균분석:1||부모 애착:1||Multilevel Structural Equation Model (MSEM):1||weighting factor:1||인성검사:1||성취목표(achievement goal):1||진로 발달:1||상호의존모형:1||PSKC:1||취약계층 아동:1||도서관 활용수업:1||콕스비례위험모형:1||Cox 모형:1||Counseling expectations:1||moderating effect:1||anxiety symptoms:1||moderator:1||vocational highschool:1||online game:1||집단따돌림 가해:1||Achievement Motivation:1||adolescent's anxiety:1||다중역할:1||working alliance:1||outcome:1||분할함수:1||discretetime event history:1||onset of adolescents violence behavior:1||초기 청소년:1||척도개발:1||Instrument development:1||crossed factor:1||feeder:1||nonnormal growth mixture modeling:1||unbiased parameter estimate:1||the degree of disability:1||주의집중 문제:1||KCYPS2018:1||학습전략:1||Entrepreneurship:1||research trends:1||여가:1||창업교육:1||happiness:1||meta analysis:1||Disabled people:1||장애인:1||국민노후보장패널:1||Artificial Intelligence Education:1||bipartite network:1||network analysis:1||UN:1||parenting:1||Korean ChildrenYouth Panel Survey(KCYPS):1||부모의 긍정적 양육태도:1||Homophily:1||parameter estimation:1||대학생 스트레스:1||학자금 지원제도:1||학교중퇴의도:1||Subjective wellbeing:1||Egoresilience:1||needs for industrialaccident rehabilitation service:1||job search selfefficacy:1||Piecewise Growth Mixture Model:1||Transition:1||Career Maturity:1||대학생:1||Teacherchild conflict relationship:1||한국교육종단연구2013:1||academic stress:1||decomposedfirst strategy:1||latent moderated structural equations:1||Multicultural Youth:1||Social Withdrawal:1||사회적 위축:1||저학년 아동:1||여가만족도:1||Leisure Satisfaction:1||Academic attitude:1||부부연구:1||이직:1||Serial Multiple Mediator Model:1||Bicultural Acceptance Attitude:1||Serial Multiple Mediation Effect:1||기혼 여성 근로자:1||주관적 행복감:1||Subjective happiness:1||재발생존혼합모형:1||latent class growth model:1||결혼가치관:1||married female workers:1||국가비교:1||measurement invariance:1||긍정문항:1||cultural adaptation type:1||3step:1||cohortsequential design:1||full information maximum likelihood(FIML):1||코호트연속설계:1||Test Development:1||검사개발:1||threestep BCH approach:1||LTB approach:1||small samples:1||인적자원개발:1||인적자원성과:1||individual factors:1||아동청소년:1||학습활동:1||vocational identity:1||quality of employment:1||Multiple group analysis:1||적성검사:1||잠재성장모형(latent growth model):1||multilevel latent profile model:1||노동시장 성과:1||잠재집단:1||잠재집단분석:1||paternal involvement:1||스펙:1||national basic livelihood act recipients:1||postnatal depression:1||Online games:1||children and adolescents:1||진로준비행동:1||latent class:1||validation:1||adolescents suicide:1||청소년 자살생각:1||종단적 추이:1||정서적 우울:1||DBT:1||청년창업:1||고등학교:1||부적응적 심리:1||career decisionmaking selfefficacy:1||성공적 노화:1||multilevel mimic modeling:1||교육프로그램:1||성장 마인드셋:1||academic performance:1||스마트폰 이용:1||Middle School Student:1||news media literacy:1||residual variance:1||stress:1||한국장학패널:1||public service value:1||공직가치:1||직업계 고등학교:1||취업:1||재활서비스 이용욕구:1||구직효능감:1||분할함수 성장혼합모형:1||group culture:1||취학 전 아동:1||leisure activities:1||Multigroup Analysis:1||적성적합성:1||leisure satisfaction:1||leisure time:1||Elementary School:1||piecewise growth model:1||장애인 임금근로자:1||성역할 인식:1||Smartphone Usage Type:1||이중문화수용태도:1||Multicultural Acceptance:1||대학원:1||장학금 지원:1||Parental educational attainment:1||random interaction effect:1||Recurrent Survival Analysis:1||잠재계층성장모형:1||growth mixture modeling:1||workrelated injury:1||Affective achievement:1||Balanced achievement:1||School context:1||Human resource development:1||인과효과:1||latent growth model (lgm):1||Teacher attachment:1||Partiallysaturated model method:1||social anxiety:1||도움요청행동(helpseeking behavior):1||대학학업참여:1||achievement goal:1||college academic engagement:1||survival mixture model:1||취업소요기간:1||서비스 만족도:1||이차 잠재성장모형:1||Library Instruction:1||경향점수 짝짓기:1||self esteem:1||reactive parenting style:1||Working alliance:1||Korean clients:1||emotional awareness:1||factor structure:1||vocational preparation behavior:1||vocational education:1||bullying:1||victimization:1||메타연구:1||kindergarteners:1||multilevel models:1||한국 여성의 일가족 갈등 척도:1||일→가족 갈등:1||multiple role:1||family→work conflict:1||작업동맹:1||자기회귀 교차지연모형:1||motivations for using computers:1||developmental trajectory:1||발달궤적:1||discretetime survival analysis:1||achievement:1||threelevel growth model:1||crossclassified random effect modeling:1||discrimination experience:1||moderated mediation:1||virtual reality orientation:1||메타경로분석:1||nonnormal distribution:1||KReIS:1||Education Programs:1||학업수행능력:1||타인과의 상호작용:1||학업 무기력:1||news literacy:1||뉴스 리터러시:1||OutofSchool Adolescent:1||Job recommendation algorithm:1||Exploratory factor analysis:1||public employee perception survey:1||장기 미취업:1||사회 자아개념:1||Peer attachment:1||초등학교 중학년:1||인적자본기업패널:1||인터넷 중독:1||undergraduate:1||MAPS I:1||Multilevel moderated mediation:1||random coefficient prediction:1||행위자  상대자 상호의존모형:1||Life satisfaction:1||lower grade elementary school students:1||한국아동패널조사:1||공동체 의식:1||Fandom:1||장애로 인한 업무지장:1||Family Life Satisfaction:1||Aggressiveness:1||네트워크 분석:1||Department of Education:1||Graduate School:1||college adjustment:1||일가정양립촉진:1||Serial multiple mediation:1||distal outcome:1||estimation bias:1||low birthrate:1||workfamily balance:1||Recurrent Survival Mixture Model:1||사이버비행:1||cyber delinquency:1||retiree:1||Korean Longitudinal Study of Aging:1||잠재평균 비교:1||ageing research panel:1||일자리만족:1||Multilevel structural equation modeling:1||자기회귀 교차지연:1||friendship:1||구조방정식:1||임의효과 모형:1||사업체패널조사:1||Latent mean analysis:1||Parent attachment:1||가중계수:1||생존혼합모형:1||Heterogeneity:1||이원 성장 혼합 모형:1||career development:1||Community childcenter:1||Childcenter service:1||정보활용능력:1||위험요인:1||Cox Proportional Hazard Ratio Model:1||employment preparation:1||기초생활보장수급자:1||failure of business:1||다층성장모형:1||mindfulness:1||school satisfaction:1||emotional clarity:1||method factor:1||집단따돌림 피해:1||자율지향:1||가족→일 갈등:1||청년 취업자:1||perceived control:1||청소년 최초 폭력:1||multilevel (hierarchical) modeling:1||magnitude of coefficients:1||장애정도:1||serial mediation effect:1||학습동기:1||연구 동향:1||도전정신:1||Successful aging:1||factorial invariance:1||growth mindset:1||smartphone dependency:1||동질성:1||regression mixture model:1||equality constraint:1||university students:1||주관적 웰빙:1||공직생활실태조사:1||Elementary students:1||quality of classification:1||청년:1||Digital Addiction:1||career maturity:1||Aptitude Fit:1||LASSO:1||유학과 불교:1||삶의만족도:1||Actor  partner interdependence model:1||Married Women:1||지연효과:1||timevarying covariate:1||Workers with disabilities:1||Selfefficacy:1||ActorPartner Interdependence Model:1||대졸자:1||다문화수용성:1||Multicultural Adolescents:1||Cultural Adaptation Stress:1||전공:1||Network Analysis:1||대학적응:1||Parallel Multiple Mediation Effect:1||Industrially Injured Workers:1||에고 네트워크:1||marriage values:1||기혼 여성근로자:1||우울감:1||다층 확인적요인분석:1||multilevel confirmatory analysis:1||positively worded item:1||jog engagement:1||returntowork(RTW):1||원직장복귀:1||onestep approach:1||family factors:1||가족요인:1||randomeffects model:1||youth unemployment:1||causal effect:1||Youth:1||Rasch 모형:1||acculturative stress:1||actorpartner interdependence model(apim):1||행위자상대자 상호의존 모형(APIM):1||personality test:1||aptitude test:1||Factor structure:1||다층 잠재프로파일 모형:1||Moderator analysis:1||latent group:1||twopart growth model.:1||정보활용교육:1||도서관 협력수업:1||risk factors:1||임금:1||propensity score matching:1||meta analysis:1||emotional temperament:1||정서성 기질:1||반응성 양육스타일:1||Counseling outcome:1||structural equation models:1||상호작용효과:1||전문계고:1||Latinos:1||piecewise growth modeling:1||청소년 불안:1||workfamily conflict scale:1||suicidal attempts:1||latant class analysis:1||negatively worded items:1||school engagement:1||piecewise functions:1||Empathy:1||attention problems:1||dependence on mobile phones:1||Learning strategy:1||high school:1||entrepreneurship education:1||youth activity:1||공동체의식:1||가상세계지향:1||metaanalytic path analysis:1||nonnormality:1||skewnormal distribution:1||multilevel multiple group analysis:1||스마트폰 과의존:1||연관성:1||게임 과몰입:1||Game Overindulgence:1||Personjob fit:1||Korea Network for Occupations and Workers (KNOW):1||panel study of worker's compensation insurance:1||Prevention Programs:1||Preschool children:1||school career program:1||이중 잠재프로파일분석:1||검사개발 및 타당화:1||Leisure Policy:1||시간의존 변수:1||Adolescence:1||Work interference due to disabilities:1||EgoResiliency:1||취약계층 청소년:1||Major:1||Married Female Worker:1||WorkLife Balance:1||simulation studies:1||Actorpartner interdependence model:1||비행전이:1||구조적 공백:1||social activity:1||selfefficacy:1||완전정보최대우도법:1||산재 근로자:1||긍정심리학:1||threestep maximumlikelihood approach:1||HRD effectiveness:1||다층매개효과검증:1||체질량지수(BMI):1||mixedeffects model:1||SEM 기반 메타분석:1||혼합효과 모형:1||청년고용정책:1||Rasch Model:1||multicultural adolescents panel study(maps):1||workplace panel survey:1||교사 애착:1||Mathematical interest:1||Mediating effect:1||job fit index:1||프로파일 일치:1||방향계수:1||Model selection:1||length of job searching period:1||School adjustment:1||Lowincome children:1||Latent growth model:1||도서관 이용교육:1||Enrollment of Child Care Facilities:1||selfemployment:1||아동․청소년:1||조절효과:1||중재변인:1||효과크기:1||학교만족도:1||Rearing Attitude:1||language minority:1||상담성과:1||이직의사:1||폭력:1||adolescents' violence:1||공감:1||Academic motivation:1||Youth entrepreneurs:1||Latent class:1||entrepreneurship experience program:1||사회적지지:1||socioeconomic status:1||수학 학업성취도:1||한국 아동·청 소년 패널(KCYPS):1||grit:1||Smart Phone Usage:1||Friend Network:1||industrialaccident workers:1||longterm unemployed:1||Elementary student:1||또래애착:1||관계지향문화:1||generation:1||문제행동:1||진로 프로그램:1||Disability Acceptance:1||다문화청소년 패널조사 1기:1||orthogonal partitioning with centering within cluster:1||여가정책:1||학교생활 적응:1||Mediation Effect:1||행위자상대자상호의존모형:1||Smartphone Dependency:1||College Graduate:1||Turnover:1||Latent Class:1||교육학과:1||burden of tuition:1||병렬다중매개:1||Crossclassified random effect modeling:1||출산 발생 확률:1||재발생존분석:1||marital intimacy:1||일가정 양립:1||workfamily reconciliation:1||측정동일성:1||many group comparison:1||일자리 기대감:1||동의편파:1||문화적응유형:1||latent class models with external variables:1||South Korea:1||SEM based metaanalysis:1||잠재계층모형:1||청년실업:1||직업만족도:1||고용의 질:1||Depression:1||다층구조방정식모형:1||부분포화모형방법:1||profile agreement:1||direction factor:1||reliability:1||social phobia inventory:1||validity:1||multivariate multilevel latent growth models:1||다변량 다층 잠재성장모형:1||대학학업성취:1||private education:1||Power:1||Publication bias:1||labor market outcomes:1||부 양육참여:1||지역아동센터:1||Information Literacy:1||Libraryassisted Instruction:1||도서관 교육 효과:1||육아지원기관 첫 입소:1||취업준비 노력:1||income:1||people with disabilities:1||산후우울:1||Longitudinal study:1||Latent class analysis:1||latent profiles:1||interaction effect:1||구조방정식 모형:1||우울증상:1||effect size:1||진로지도:1||Early Childhood Longitudinal StudyKindergarten Cohort (ECLSK):1||work→family conflict:1||비연속시간 사건사 분석:1||비연속시간 생존분석:1||가출:1||mathematics education:1||survey research:1||online game:1||intraclass correlation:1||MonteCarlo simulation study:1||차별경험:1||학업스트레스:1||Career maturity:1||mathematics:1||curriculum:1||교육과정:1||Dropout:1||창업체험활동:1||청소년활동:1||생활시간:1||인공지능 교육:1||world systems approach:1||academic helplessness:1||serial mediators effect:1||친구 네트워크:1||한국직업정보 재직자조사(KNOW):1||직업추천 알고리즘:1||Career:1||youth:1||전환기:1||세대:1||HCCP:1||디지털 중독:1||Problem behavior:1||내재화 문제행동:1||Selfesteem:1||Serial Multiple Mediation Model:1||Elementary school students:1||교사아동 갈등관계:1||청소년기:1||진로 결정성:1||Regularized penalty regression model:1||

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