다문화가정 자녀의 학교적응에 영향을 미치는 요인에 관한 연구 = A study for the factors influenced on school adpatability of children with a multicultral family backgroud

다국어 초록 (Multilingual Abstract)

This study is to analyze factors which influence on how children with a multi-cultural family background adapts their life as Korean, which could significantly affect to the school adaptation that period is most influential for their overall life based on understanding of children with the multi-cultural family. Through this study, a social welfare plan will be searched to raise the school adaptability related to the children with a multi-cultural family background.
The subject of this study is the children with multi-cultural family background who attends the elementary school in the province of Daegu, and Gyeongbuk and this study is used by self-administered questionnaires as a non-probability sampling. The question survey is conducted from 23rd of March to 25th of April in 2009 and the used questionnaires are total 179 used on the final analysis.
For the survey tool is referred the measurement tools used by Gyengyoun Kim (1987), Hyungyoung Jung(2006), Eunmi Ahn(2007), Jonggji Jegal(2007).
To conduct this study, the following statistics process has been through.
Frist, a frequency analysis was performed to examine the general feature of respondent.
Second, a reliability test was performed among each question with regards to self-respect, a fosterage attitude of parent, a parent relationship, school adaptability, and social support. To measure the reliability among questions, the predictable possibility, and accuracy so on is examined and the reliability among question is determined by a coefficient of Cronbach's alpha.
Third, a descriptive statistics analysis was performed to examine an average and a standard deviation related to self-respect, a fosterage attitude of parent, a parent relationship, school adaptability, and social support.
Fourth, to distinctively examine about the school adaptability in accordance with the general feature of respondent, a t-test and one-way ANOVA were conducted. Furthermore, it verified a meaningful difference at p<0.05 through the Ducan's multiple range tests.
Fifth, the correlation analysis was conducted to examine about the self-respect, a fosterage attitude of parent, a parent relationship, school adaptability, and social support and the multi-regression analysis was performed to examine how those factors, self-respect, a fosterage attitude of parent, a parent relationship, school adaptability, and social support, influence on the school adaptability.
The empirical analysis of this study was verified at 5% of significant level and the statistics process was utilized by a program of SPSSWIN 12.0.
The main result of this study is as followed.
First, according to the region, that is a city, a district, and a metropolitan city in order, the result is highly represented in the school satisfaction, study achievement, and an attitude of school life.
Second, as children's parents with a multi-cultural family background have an excellent speaking ability then their children is highly satisfied their school. Additionally, as the reading and writing skill of parents is better then their children are highly satisfied their school, the study achievement, and the attitude of school life.
Third, there was significant influential on the school satisfaction which influential factors are the self-respect, a friend support, and the parents relationship in order.
Fourth, the study achievement is significantly influenced by the self-respect and a friend support in order. In other words, as the degree of self-respect and friend support is better, then the study achievement of their children is highly represented.
Fifth, the attitude for school life is significantly influenced by the self-respect, the friend support, and the self-regulation fosterage attitude of father in order. This indicates that as factors, the self-respect, the friend support, and the self-regulation fosterage attitude of father are higher, then the factor of the school attitude of their children is higher.
The factors of the resident, the parents relationship recognized by their children, the teachers' support, the fosterage attitude of parents was indicated to affect the school adaptability. Especially, when the factors of self-respect, and friend support are higher and the Korean language ability of their foreign parents is higher, then the school adaptability is highly indicated.
Based on the result of this study, I would like to propose as followed.
First, a tailored program adjusted with the local situation and standardized program development is required to operate concurrently in the whole country.
Second, our government has been actively support the multi-cultural family center as providing language education and visiting language education but the tailored program fitting for personal level should be developed and revitalized. Moreover, the tailored education support system has to be established through the revitalization such as providing the study helper system per a classified students' level for children with multi-cultural family background.
Third, continuos periodical education and support has to be guaranteed for the family with multi-cultural background not providing by display or temporary program. This education program should be contained with an international understanding education, a life consultant, a culture experience, fosterage support service, and a family integration education.
Fourth, the multi-cultural education has to be extended on the subject of a common children and teachers. When people has ready to accept the multi-cultural family in a broad mind then their children with the multi-cultural family background will be helpful to adapt their school life.
Fifth, a way of promotion for school adaptability will be found as intervening in a cause analysis with regards to the differences between children with a general family background and children with a multi-cultural family background. The promotion way will be also examined when the group of those children is conducted a comparative study.

목차 (Table of Contents)

• 제1장 서론 = 1
• 제1절 연구의 필요성 및 목적 = 1
• 제2절 연구문제 = 4
• 제3절 연구의 제한점 = 4
• 제2장 이론적 배경 = 5
• 제1절 다문화가정의 개념 및 현황 = 5
• 제2절 다문화가정의 자녀 현황 및 문제점 = 11
• 제3절 학교적응의 개념 = 18
• 제4절 다문화가정 자녀의 학교적응에 영향을 미치는 요인 = 21
• 제5절 선행연구 고찰 = 37
• 제3장 조사방법 = 40
• 제1절 조사대상 및 자료수집 방법 = 40
• 제2절 연구설계 = 41
• 제3절 조사도구 = 42
• 제4절 자료분석 방법 = 44
• 제4장 조사결과 및 분석 = 45
• 제1절 조사대상자의 일반적 특성 = 45
• 제2절 다문화가정 자녀의 학교적응 = 49
• 제3절 다문화가정 자녀의 자아존중감 수준 = 51
• 제4절 다문화가정 자녀의 사회적 지지 = 53
• 제5절 다문화가정 자녀가 인식하는 부모의 양육태도 = 54
• 제6절 다문화가정 자녀가 인식하는 부모관계 = 56
• 제7절 다문화가정 자녀의 학교적응에 영향을 미치는 요인 = 58
• 제5장 결론 및 제언 = 70
• 제1절 결론 = 70
• 제2절 제언 = 72
• 참고문헌 = 74
• Abstract = 80
• 설 문 지 = 84