Article

After-School Time Use and Time Poverty among Upper Elementary Students: A Comparison between 2009 and 2019 using Time Use Survey

Author

Park Jeongmin, Chin Meejung

Information

pp. 31~48 / 2022 Vol.29 No.4

Abstract

Elementary school students freely plan their own schedule during after-school time. Perceived time poverty varies depending on the way they compose the same hours. This study compares the time use of upper elementary students in 2009 and 2019 and examines the difference in time poverty according to the type of after-school time use. Time Use Survey was administered on 432 (2009) and 521 (2019) upper elementary school students and they were classified according to factors of “personal maintenance,” “learning,” “social activities,” “leisure,” and “moving” using latent profile analysis. Compared with 2009, personal maintenance and leisure increased, whereas learning and leisure decreased in 2019. After-school time use was classified into four and two types in 2009 and 2019, respectively. In 2009, after-school time was classified as “learning” (56.6%), “leisure” (25.4%), “social activities” (3.7%), and “learning-focused even time distribution” (14.3%). In 2019, only “learning” (71.5%) and “leisure” (28.5%), were present. In 2009, less time poverty was perceived for both “leisure” and “learning-focused even time distribution” than “learning,” In 2019, time poverty was perceived for “leisure” than “learning.” By comparing 2009 and 2019, this study emphasizes the need to consider the time poverty of children and to increase the proportion of leisure in after-school care policy in South Korea.

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