다문화가정 중학교 3학년 청소년이 지각하는 교사지지가 학습활동적응에 미치는 영향: 다문화수용성의 매개효과 (The Impact of Teacher Support Perceived by Third-grade Middle School Youth from Multicultural Families on Their Adaptation to Learning Activities: Mediating Effect of Multicultural Acceptance)

서지정보

· 발행기관 : 열린부모교육학회
· 수록지 정보 : 열린부모교육연구 / 16권 / 3호 / 239 ~ 252페이지
· 저자명 : 김혜금

초록

본 연구의 목적은 다문화가정 청소년이 지각하는 교사지지가 학습활동적응에 영향을 미치는지, 다문화가정 청소년이 지각하는 교사지지와 학습활동적응 간에 다문화수용성이 매개역할을 하는지를 검증하는 것이다. 연구대상은 한국청소년정책연구원(2019)에서 실시한 제6차 다문화청소년패널조사(MAPS)의 중학교 3학년생 1,329명이다. 자료분석은 PASW Statistics 18.0을 이용하여 기술통계분석, 단순상관분석, 계층적 회귀분석을 실시하였고, Baron and Kenny(1986)가 제안한 일련의 회귀분석을 실시하였다. 본 연구결과는 다음과 같다. 첫째, 다문화가정 청소년이 지각하는 교사지지는 다문화수용성과 정적 상관관계를 보였고, 학습활동적응과도 정적 상관관계를 보였다. 둘째, 다문화가정 청소년의 다문화수용성은 교사지지와 학습활동적응 간에 매개역할을 하는 것으로 나타났다. 결론적으로, 다문화가정 청소년이 지각하는 교사지지가 높을 때 다문화 수용성이 높으면 학습활동에 더 잘 적응할 수 있음을 시사한다.

영어초록

The purpose of this study was to verify whether teacher support perceived by youth from multicultural families influences their adaptation to school learning activities, and whether multicultural acceptance plays a mediating role in helping youth from multicultural families adapt well to school learning activities. The subjects of the study were 1,329 third-year middle school students from the 6th wave of the Multicultural Adolescents Panel Study (MAPS) conducted by the Korea Youth Policy Institute (2019). For data analysis, descriptive statistical analysis, simple correlation analysis, and hierarchical regression analysis were performed using PASW Statistics 18.0, and a series of regression analyzes suggested by Baron and Kenny (1986) were performed. The results of this study are as follows. First, teacher support showed a positive correlation with multicultural acceptance and a positive correlation with adaptation to school learning activities. Second, as a result of verifying the mediating effect of multicultural acceptance in the relationship between adaptation to school learning activities and teacher support among youth from multicultural families, multicultural acceptance was found to play a mediating role, but the influence of multicultural acceptance was not found to be very large. In conclusion, this suggests that when youth from multicultural families perceive high teacher support, they can better adapt to school learning activities if multicultural acceptance is promoted.

참고자료

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