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 (LSIRM) with the Neyman-Scott (NS) 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' behaviors/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. We compare our model with exploratory item factor analysis in terms of item clustering and find that our approach provides a more detailed and automated analysis.

翻译：韩国教育体系因缺乏对批判性思维和创造力的培养而受到批评，导致学生面临高度压力和焦虑。作为政府改进教育体系的努力之一，创新学校体系于2009年引入，旨在培养学生创造力及非认知技能。为深入理解韩国创新学校与普通学校体系的差异，我们提出一种结合潜在空间项目反应模型（LSIRM）与奈曼-斯科特（NS）点过程模型的新方法。该方法考虑了项目和学生的异质性，捕捉了受访者与项目之间的关系，并识别出能全面理解学生非认知结果行为/感知的项目及学生聚类。分析表明，创新学校体系的学生表现出更强的公民意识，而普通学校体系的学生倾向于将外貌自信与社会能力相关联。我们将模型与探索性项目因子分析在项目聚类方面进行比较，发现我们的方法能提供更细致和自动化的分析。