다문화가정 아동의 스포츠활동 참여가 정서에 미치는 영향

Analysis on the effect of multicultural family elementary school students sports activities on their emotions

이 연구는 다문화가정 학생들의 스포츠 활동 참여가 아동의 정서에 미치는 영향을 규명함으로써 다문화가정 학생들의 자존감을 높이고 학교 및 사회에 잘 적응할 수 있도록 기초 자료를 제공하고자 시도 되었다. 첫째, 인구통계학적 특성에 따른 정서차이에서 거주 기간은 유의한 차이가 나타나지 않았고, 성별은 정서의 불안, 활력, 성취 요인에서 유의한 차이를 보였으며 남학생이 여학생 보다 높은 것으로 나타났다. 학년은 불안 요인에서 고학년이 높게 나타났고, 기쁨 및 활력 요인은 고학년 이 저학년 보다 더 낮게 나타났다. 한국어 능력은 수준이 높을수록 불안은 낮고 성취 요인은 높은 것으로 나타났다. 둘째, 스포츠 활동 참가유무에 따른 정서의 차이는, 모든 요인에서 통계적으로 유의한 차이가 나타났다. 불안 요인에서는 참가 학생 이 비참가 학생 보다 더 낮게 나타났고, 기쁨, 활력, 성취 요인은 참가 학생이 비참가 학생 보다 더 높게 나타났다. 셋째, 스포츠 활동 참가정도에 따른 정서 요인을 살펴보면, 정서의 기쁨 요인에서 참가 빈도가 통계적으로 유의한 차이가 나타났으며, 참가 빈도가 높을수록 부정적인 영향을 미치는 것으로 나타났다. 결론적으로 다문화가정 초등학생들의 스포츠 활동 참가는 자신감을 증가시키고, 자기욕구를 합리적으로 해결함으로써 정서가 발달됨을 확인 할 수 있었다.

The purpose of this study was to analyse the effect multicultural family elementary school students sports activities has on their emotions. So we will provide a basic data which will make the students proud of themselves and let them adapt to their schools and the society. For the purpose of this study, we collected aggregation of survey data from 252 multicultural family elementary school students who live in Jeju Island. The results are as follows: Firstly, according to demography, the difference between the students’ emotions and their school life adaptation was not statistically significant; however the gender was significantly different in the anxiety, happiness and achievement factors. Additionally, boy students was higher than girls the anxiety factor emerged in the higher grades and the higher grades’ happiness and vitality factors were lower than those of the lower grades. The extended family was higher than the nuclear family in the achievement factor. Korean abilities had a significant impact on the emotional anxiety factor and achievement factor. The higher a student’s Korean abilities were the lower the anxiety factor and the higher the achievement factor. Secondly, emotions were shown to be statistically significant among all factors when reviewing the difference between emotions and school life adaptation according to sport activity participations. The anxiety factor was lower in participating students than the non-participating students while the former also showed higher results in the happiness, vitality and achievement factors. Thirdly, the difference of emotions and school life adaptation according to the degree of sport activity participation is as follows: the participation frequency had a significant alteration on the emotional delight factor. In other words, the more frequent the student participations were in sports activities, the more the negative effect was influenced. In conclusion, multicultural elementary students have increased confidence through their sports activity participation. It also enables the development of students’ emotions so they may find reasonable solutions to their own needs.