다문화가정 아동의 사회적 지지가 학교적응에 미치는 영향

서지정보

· 발행기관 : 한국학교사회복지학회
· 수록지 정보 : 학교사회복지 / 25권
· 저자명 : 심미영, 이둘녀, 박종옥

목차

Ⅰ. 서 론
Ⅱ. 이론적 배경
Ⅲ. 연구방법
Ⅳ. 연구결과
Ⅴ. 논의 및 제언

초록

The study aimed to understand how social support of children from multicultural families affects the children’s
bicultural adaptation and school adaptation. That way, the study proposed basic references to establish measures
to improve those children’s school adaptation and multi-cultural family support by having set bicultural education
directions for the multicultural children. The results of the analysis are summarized as follows. First, social
supports as family support, teacher support, peer support and neighbor support were observed to have a positive,
direct influence on the bicultural adaptation of the children from the multicultural families. Second, the bicultural
adaptation appeared to be both positively and immediately related to the school adaptation. In other words, the
higher the bicultural adaptation level became, the greater the school adaptation was realized. Third, in terms of
peer support and teacher support, they would affect the school adaptation directly but also indirectly via the
bicultural adaptation. Fourth, family support and neighbor support would not have a direct connection to the
school adaptation and yet, indirectly related to the latter via the bicultural adaptation again. In other words,
higher family support and neighbor support would bring about greater bicultural adaptation and, that finding
confirmed that the family support and neighbor support would have a positive but indirect influence on the
school adaptation. The results of the study suggested that a social support system and other measures should
be designed to improve the school adaptation and bicultural adaptation of the children from the multicultural
families. In particular, measures to improve the general school adaptation by working on peer support, teacher
support, family support and neighbor support all together should be established.

영어초록

The study aimed to understand how social support of children from multicultural families affects the children’sbicultural adaptation and school adaptation. That way, the study proposed basic references to establish measuresto improve those children’s school adaptation and multi-cultural family support by having set bicultural educationdirections for the multicultural children. The results of the analysis are summarized as follows. First, socialsupports as family support, teacher support, peer support and neighbor support were observed to have a positive,direct influence on the bicultural adaptation of the children from the multicultural families. Second, the biculturaladaptation appeared to be both positively and immediately related to the school adaptation. In other words, thehigher the bicultural adaptation level became, the greater the school adaptation was realized. Third, in terms ofpeer support and teacher support, they would affect the school adaptation directly but also indirectly via thebicultural adaptation. Fourth, family support and neighbor support would not have a direct connection to theschool adaptation and yet, indirectly related to the latter via the bicultural adaptation again. In other words,higher family support and neighbor support would bring about greater bicultural adaptation and, that findingconfirmed that the family support and neighbor support would have a positive but indirect influence on theschool adaptation. The results of the study suggested that a social support system and other measures shouldbe designed to improve the school adaptation and bicultural adaptation of the children from the multiculturalfamilies. In particular, measures to improve the general school adaptation by working on peer support, teachersupport, family support and neighbor support all together should be established.

참고자료

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