다문화 청소년의 문화적응스트레스가 삶의 만족도에 미치는 영향

Abstract

The purpose of this study is to confirm the growth change in life satisfaction of multicultural adolescents, and to longitudinally check the effects of acculturation stress, self-esteem, and school life adaptation on life satisfaction changes. Data from the 4th year (2014, 1st grade of middle school) to 6th year (2016 and 3rd grade of middle school) of the Multicultural Youth Panel Survey (MAPS) of the Korea Youth Policy Institute were used. The total gender ratio was almost 1:1, with 1,143 people who responded to the survey from MAPS 4th to 6th, 50.6% (578 people) for women and 49.4% (565 people) for men. As an analysis method, after performing descriptive statistical analysis and correlation analysis using SPSS 23.0, a potential growth model for each variable of acculturation stress, self-esteem, school life adaptation, and life satisfaction was developed using AMOS 23.0, and a multivariate potential growth model was combined. Finally, the significance of the mediating effect was verified through direct and indirect effects between variables. The main research results according to the research problem are summarized as follows. acculturation stress, self-esteem, school life adaptation, and life satisfaction variables of multicultural adolescents matched the linear change model, and the initial value and rate of change of each variable were confirmed to be significant, and the effect of acculturation stress on life satisfaction was verified to be mediated by self-esteem and school life adaptation. Specifically, it was confirmed that life satisfaction, acculturation stress, self-esteem, and school life adaptation of multicultural adolescents all decreased over time, and especially, life satisfaction, self-esteem, and school life adaptation increased over time. The multivariate latent growth model is an appropriate analysis model for longitudinal studies, which complements the limitations of cross-sectional studies that examine only the influence of a single point of view, can examine both growth changes and individual differences. In other words, it was confirmed that the change value of self-esteem and school life adaptation was completely mediated in the relationship between the change value of acculturation stress and the change value of life satisfaction. It suggested that an approach to lower risk factors and strengthen protective factors affecting self-esteem and school life adaptation could be more effective than direct intervention aimed at reducing acculturation stress in order to improve life satisfaction of multicultural adolescents. This study confirmed the longitudinal influence of cultural adaptation stress of multicultural adolescents on life satisfaction through self-esteem and school life adaptation, and analyzed the mediating effect of self-esteem and school life adaptation to reveal their structural relationship. In particular, the theoretical meaning of the role of self-esteem and school life adaptation between the effects of acculturation stress and life satisfaction attempted in this study can be used as basic data for setting intervention measures for acculturation stress, which was recognized as a factor negatively affecting life satisfaction of multicultural adolescents. In addition, the confirmation results of the role of self-esteem and school life adaptation mediating role are expected to present the direction of follow-up studies on the life satisfaction of multicultural adolescents. This study is meaningful in that it provides a more comprehensive and integrated perspective than previous studies focusing on cross-sectional approaches by looking at changes in the cumulative influence and life satisfaction of self-esteem and school life adaptation in the long term.