다문화가정 청소년의 학교적응유연성 영향 요인에 관한 연구

Abstract

This study examined the difference in school resilience of adolescents from multi-cultual families according to their socio-demographic characteristics and observed how school resilience was influenced by risk factors and protective factors in individual, family and school society dimensions. Furthermore, this study verified which protective factor moderated which risk factor to exert positive influence on school resilience. By reviewing precedent studies, factors related with school resilience of adolescents from multi-cultual families were established as the following: risk factors (individual dimension: identity confusion and emotional anxiety, family dimension: negative rearing attitude and parent conflict, school society dimension: school under-achievement and peer conflict), protective factors (individual dimension: high self-esteem and positive attitude, family dimension: democratic rearing attitude and interest in children, school society dimension: peer support and teacher support) and school resilience (positive school attitude and abidance of regulations). This study attempted to clarify factors that influence on school resilience of children from multi-cultual families. To achieve this purpose, this study surveyed middle and high school students from multi-cultural families in Gwangju, Jeollanam-do area to collect a total of 274 questionnaires. The collected data was analyzed through the SPSS 18.0 and AMOS 18.0 programs. To investigate the socio-demographic characteristics of research subjects, the frequency analysis and descriptive statistics and executed t-test and ANOVA was done to analyze the difference in school resilience according to socio-demographic characteristics. Furthermore, the reliability analysis and confirmatory factor analysis were carried out to measure the validity and reliability of measurement tools. Also, AMOS was used to implement path analysis to verify the moderation effect of protective factors in the relationship between the risk factors and school resilience of adolescents from multi-cultual families The results of analysis are summarized as follows: First, by analyzing the difference in school resilience according to socio-demographic characteristics, statistically significant difference was presented according to school grades, occupations of their fathers and economic status. This study closely examined the difference in school resilience to verify that high school students adjusted to the school environment better than middle school students. Furthermore, in relation to the occupations of students' fathers, high level of school resilience was presented among students whose fathers were office workers, government employees, professionals, agriculture, fishery and livestock farmers, in the respective order. Also, students with higher economic status adjusted to the school environment more effectively. However, school resilience difference presented according to residential area, foreign father/mother, nationality of foreign parent, academic background of parents, occupation of mother and number of family members was statistically insignificant. Second, this study analyzed how the risk factors and protective factors of adolescents from multi-cultual families influenced on school resilience. Analysis results showed that risk factors, such as 'identity confusion', 'emotional anxiety', 'negative rearing attitude', 'parent conflict', 'school under-achievement' and 'peer conflict', negatively influenced school resilience with statistical significance. On the other hand, protective factors, such as 'high self-esteem', 'positive attitude', 'democratic rearing attitude', 'interest in children', 'peer support' and 'teacher support' positively influenced school resilience with statistical significance. By observing the difference in effect exerted by each factor on school resilience, the risk factor 'identity confusion' presented the most significant effect on school resilience variables 'positive school attitude' and 'abidance of regulations'. Among protective factors, 'high self-esteem' presented the most significant effect on 'positive school attitude' and 'abidance of regulations'. Furthermore, among risk factors, 'parent conflict' and 'emotional anxiety' presented the least significant effect on 'positive school attitude' and 'abidance of regulations', respectively. Among protective factors, 'interest in children' presented the least significant effect on 'positive school attitude' and 'abidance of regulations'. Third, in order to investigate protective factors that can reduce or alleviate risk factors to increase school resilience of children from multi-cultual families, this study verified the moderation effect of protective factors regarding risk factors in the individual, family and school society dimensions. First, by analyzing the moderation effect of protective factors regarding individual risk factors, results showed that 'interest in children' moderated 'emotional anxiety' to increase 'positive school attitude' with statistical significance, whereas 'peer support' and 'teacher support' significantly moderated 'identity confusion' and 'emotional anxiety' to increase school resilience. Next, by verifying the moderation effect of protective factors regarding family risk factors, the results show that 'high self-esteem' moderated 'negative rearing attitude', 'positive attitude' moderated 'negative rearing attitude' and 'parent conflict', whereas 'teacher support' moderated 'negative rearing attitude' to significantly increase school resilience. Furthermore, by verifying the moderation effect of protective factors regarding school society risk factors, the results show that 'positive attitude' moderated 'peer conflict' to significantly increase 'abidance of regulations', 'teacher support' moderated 'school under-achievement' to significantly increase 'positive school attitude', whereas 'democratic rearing attitude' moderated 'school under- achievement' to significantly increase school resilience. By observing the above moderation effect analysis results centered on protective factors, it can be known that 'high self-esteem' moderated 'negative rearing attitude', whereas 'positive attitude' moderated 'negative rearing attitude' and 'parent conflict' to increase school resilience and regulate 'peer conflict' to influence the 'abidance of regulations'. Also, the 'democratic rearing attitude', a family protective factor, moderated 'school under-achievement' to influence school resilience. On the other hand, 'interest in children' moderated 'emotional anxiety' to influence 'positive school attitude'. Lastly, the school society protective factor 'peer support' moderated 'emotional anxiety' whereas 'teacher support' moderated 'identity confusion', 'emotional anxiety', 'negative rearing attitude' and 'school under-achievement' to influence school resilience ('school under-achievement' only influenced 'positive school attitude'). By observing the moderation relationship between protective factors and risk factors, the protective factors that effectively reduced family risk factors were shown as individual protective factors, whereas school society protective factors were presented as the protective factors that effectively reduced individual risk factors. Furthermore, school society factors exerted the greatest influence in increasing the school resilience, followed by individual factors. Thus, this study verifies the importance of the teacher and peer support to the school resilience.