Longitudinal analysis of teacher-student rapport, individualized instruction, academic self-concept and career maturity using latent growth models

This study utilized the longitudinal data from the Korean Education Longitudinal Study (KELS) 2013 (Ⅲ), specifically the 6th to 8th waves, to analyze the structural relationships among teacher-student intimacy, individualized instruction, academic self-concept, and career maturity. The study participants included a total of 7,324 students, with 3,623 boys (49.5%) and 3,701 girls (50.5%). The analysis method utilized was the Multivariate Latent Growth Model (MLGM). The research results showed that first, the analysis of the trajectories of the variables indicated that the fit of the linear change model was better than that of the no-change model, and there was a negative correlation between the initial values and the rates of change of the variables. Second, it was confirmed that teacher-student intimacy and individualized instruction have a significant impact on academic self-concept and career maturity. Third, academic self-concept was found to mediate the related variables. Based on these findings, implications for academic and career development were derived.