The Learning Attitudes of Innovative Autonomous Elementary School Students and the Related Variables at Different Levels of Learning Attitudes

Abstract

Purpose: We analyzed trends in the learning attitudes of students from Innovative AutonomousElementary Schools over the past three years and the related variables at various levels of learningattitudes. Methods: We conducted trend analysis to examine trends in the learning attitudes of students atinnovative autonomous elementary schools over the past three years. We also conducted quantileregression analysis to determine which variables were significantly related to learning attitude at upper,middle, and lower levels. Results: Students’learning attitudes indicated a clear and linear increase over time. With the adventof the COVID-19 pandemic, the growth of learning attitudes slowed, but did not retreat, and showedremarkable growth in the second year of the pandemic. This suggested the resilience of the studentsat the Innovative Autonomous Schools. As a result of the quantile regression analysis, the learningattitude was shown to be improved through the students' autonomous activities and autonomouscompetency. In addition, this study presented an example analysis in which at different places onthe distribution of the dependent variable the effects of predictor variables could be simultaneouslyexamined through quantile regression analysis. Conclusion: This study found that the performance of innovative autonomous schools was positivethrough the trends of elementary school students’learning attitudes, and that their learning attitudescould be improved through students’autonomous activities and autonomous competencies emphasizedin the education of innovative autonomous schools. The research also illustrated the importance ofoperating a curriculum that fosters communication skills between students and students' self-directedness during class. Through the analysis of learning attitudes by level, it was shown thatcustomized education support by level is needed.