Impacts of innovation school system in Korea: a latent space item response model with Neyman–Scott point process
South Korea’s educational system has faced criticism for its lack of focus on critical thinking and creativity, resulting in high levels of stress and anxiety among students. As part of the government’s effort to improve the educational system, the innovation school system was introduced in 2009, wh...
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| Veröffentlicht in: | Journal of the Royal Statistical Society. Series A, Statistics in society Jg. 188; H. 3; S. 935 - 952 |
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01.07.2025
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| Abstract | South Korea’s educational system has faced criticism for its lack of focus on critical thinking and creativity, resulting in high levels of stress and anxiety among students. As part of the government’s effort to improve the educational system, the innovation school system was introduced in 2009, which aims to develop students’ creativity as well as their non-cognitive skills. To better understand the differences between innovation and regular school systems in South Korea, we propose a novel method that combines the latent space item response model with the Neyman–Scott point process model. Our method accounts for the heterogeneity of items and students, captures relationships between respondents and items, and identifies item and student clusters that can provide a comprehensive understanding of students’ behaviours/perceptions on non-cognitive outcomes. Our analysis reveals that students in the innovation school system show a higher sense of citizenship, while those in the regular school system tend to associate confidence in appearance with social ability. A comparison with exploratory item factor analysis highlights our method’s advantages in terms of uncertainty quantification of the clustering process and more detailed and nuanced clustering results. Our method is made available to an existing R package, lsirm12pl. |
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| AbstractList | South Korea’s educational system has faced criticism for its lack of focus on critical thinking and creativity, resulting in high levels of stress and anxiety among students. As part of the government’s effort to improve the educational system, the innovation school system was introduced in 2009, which aims to develop students’ creativity as well as their non-cognitive skills. To better understand the differences between innovation and regular school systems in South Korea, we propose a novel method that combines the latent space item response model with the Neyman–Scott point process model. Our method accounts for the heterogeneity of items and students, captures relationships between respondents and items, and identifies item and student clusters that can provide a comprehensive understanding of students’ behaviours/perceptions on non-cognitive outcomes. Our analysis reveals that students in the innovation school system show a higher sense of citizenship, while those in the regular school system tend to associate confidence in appearance with social ability. A comparison with exploratory item factor analysis highlights our method’s advantages in terms of uncertainty quantification of the clustering process and more detailed and nuanced clustering results. Our method is made available to an existing R package, lsirm12pl. |
| Author | Jeon, Minjeong Jin, Ick Hoon Park, Jaewoo Kim, Minkyu Yi, Seorim |
| Author_xml | – sequence: 1 givenname: Seorim surname: Yi fullname: Yi, Seorim – sequence: 2 givenname: Minkyu surname: Kim fullname: Kim, Minkyu – sequence: 3 givenname: Jaewoo orcidid: 0000-0001-5527-8702 surname: Park fullname: Park, Jaewoo – sequence: 4 givenname: Minjeong surname: Jeon fullname: Jeon, Minjeong – sequence: 5 givenname: Ick Hoon surname: Jin fullname: Jin, Ick Hoon |
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| Cites_doi | 10.1111/j.1467-9469.2007.00569.x 10.13000/JFMSE.2019.2.31.1.336 10.1007/s11336-018-9630-0 10.1111/rssc.12569 10.5392/JKCA.2017.17.04.561 10.1016/j.spasta.2021.100561 10.1198/106186006X137047 10.1073/pnas.1606295113 10.18637/jss.v048.i06 10.22553/keas.2020.38.3.31 10.24211/tjkte.2013.30.3.101 10.1080/09620210400200122 10.22924/jhss.28.2.202012.003 10.1201/9780203496930 10.1037/0022-0663.100.2.235 10.1787/18151973 10.1080/00273171.2011.568786 10.1093/biomet/36.1-2.18 10.32465/ksocio.2015.25.1.005 10.1007/s10492-016-0144-8 10.1371/journal.pone.0213783 10.1007/s11336-021-09762-5 10.1007/BF02291478 10.1086/145599 10.1214/ss/1177011136 |
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| SubjectTerms | Anxiety Citizenship Clustering Cognition Cognition & reasoning Cognitive ability Cognitive skills Cognitive-behavioral factors Creativity Critical thinking Education Factor analysis Heterogeneity Innovations Measurement Perceptions Respondents Responses School systems Schools Students Uncertainty |
| Title | Impacts of innovation school system in Korea: a latent space item response model with Neyman–Scott point process |
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