다문화아동에 대한 사회적 지지가 학교생활 적응에 미치는 영향: 자아존중감의 매개효과를 중심으로
The Impact of Social Support on School Adjustment among Multicultural Children in Korea: Testing the Mediating Effect of Self-esteem
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This study aimed to verify the impact of social support for school adjustment among multicultural children and to test the mediating effects of self-esteem on social support and school adjustment. The data of the 2011 survey on The Social Adjustment of Children from Multicultural Families and Child Welfare Services Provision conducted by the Korea Institute of Health and Society Affairs was employed in this study. To identify the causal relationship between each variable, a three-step mediated regression analysis by Baron and Kenny was conducted and a Sobel Test was performed to analyze the mediating effects. The results of this study were as follows: first, the more positive the social support from family and friends for multicultural children the higher their self-esteem. Second, the children showed higher school adjustment and self-esteem when they received more positive support from friends and teachers. Third, self-esteem was statistically confirmed as a mediating variable on social support and school adjustment with the sample. Last, this study discussed the significance and welfare implications for the practice of these results.
Abstract
This study aimed to verify the impact of social support for school adjustment among multicultural children and to test the mediating effects of self-esteem on social support and school adjustment. The data of the 2011 survey on The Social Adjustment of Children from Multicultural Families and Child Welfare Services Provision conducted by the Korea Institute of Health and Society Affairs was employed in this study. To identify the causal relationship between each variable, a three-step mediated regression analysis by Baron and Kenny was conducted and a Sobel Test was performed to analyze the mediating effects. The results of this study were as follows: first, the more positive the social support from family and friends for multicultural children the higher their self-esteem. Second, the children showed higher school adjustment and self-esteem when they received more positive support from friends and teachers. Third, self-esteem was statistically confirmed as a mediating variable on social support and school adjustment with the sample. Last, this study discussed the significance and welfare implications for the practice of these results.
참고문헌 (40)
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