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학술저널

다문화가정 아동의 자아존중감이 학교생활적응 에 미치는 영향에서 사회적지지의 조절효과

The Influence of Self-esteem on Multi-cultural Family Children s Adaptation to School Life - On focus the moderating effect of social support -

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본 연구는 다문화가정 아동의 자아존중감이 학교생활적응의 관계에서 사회적지지의 조절효과를 검증하기 위하여『다문화청소년 패널조사(MAPS)』제3차(2013년)인 초등학교 6학년 1,389명을 대상으로 하였다. 다문화가정아동의 자아존중감의 평균 3.219점, 가족지지 3.228점, 친구지지 4.005점, 교사지지 3.780점, 학교생활적응 3.058점로 나타났다. 연구결과는 첫째, 다문화가정 아동의 자아존중감은 학교생활적응에 정적인 영향을 미치는 것으로 나타났다. 둘째, 문화가정아동의 사회적지지에서 가족지지, 친구지지, 교사지지는 유의한 정적인 효과를 미치는 것으로 나타났다. 셋째, 다문화 가정 아동의 자아존중감이 학교생활 적응에 미치는 영향에서 사회적지지의 조절효과는 가족지지, 친구지지, 교사지지는 유의한 조절효과가 있는 것으로 나타났다.

The purpose of this study is to examine the moderating effects of social support on the effects of self-esteem of children of multi-cultural families on school life adaptation from the 6th grade data of elementary school, the third survey(2013) of the multi-cultural Youth Panel Survey(MAPS). The results of analysis of 1,389 people except no response data are as follows. The descriptive statistics of the main variables were 3.219 points for self-esteem, 3.228 points for family support in social support, 4.005 points for friend support, 3.780 points for teacher support, and 3.058 points for school adaptation. First, self-esteem(β=.505) of multi-cultural family children was positively influenced by the self-esteem of school children. This can be interpreted as the higher the self-esteem that multi-cultural family children are proud of, cherish themselves, and can be excellent people as class leaders. Second, the effect of social support of children of multi-cultural families on school life adaptation is the sub-variable of social support of children of multi-cultural families. Family support(β=.184), friend support(β=.317), teacher support(β=.445) has been shown to have a significant positive effect. Third, the effect of self-esteem and social support on the effects of self-esteem of children of multi-cultural families on school adaptation was overall(β=.096), family support(β=.059), and friend support(β=.093), Teacher support(β=.072) had a significant moderating effect.

Ⅰ. 서 론

Ⅱ. 이론적 배경

Ⅲ. 연구방법

Ⅳ. 연구결과

Ⅴ. 결 론

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