A four-wave cross-lagged longitudinal study on South Korean multicultural students' perceived social support, ego-resiliency, and achievement motivation in Grade 4 to Grade 7

다국어 초록 (Multilingual Abstract)

The present study aimed to examine the longitudinal relations between South Korean multicultural students' perceived social support (i.e., family support, peer support, and teacher support) and ego-resiliency and the direct and indirect effects of social support and ego-resiliency on achievement motivation. We conducted four-wave, cross-lagged panel models in a sample of 1356 South Korean multicultural students (Mage = 9.97 years, 51% female at baseline) from Grade 4 to Grade 7. Cross-lagged panel models indicated that social support and ego-resiliency were reciprocally related, and directly and indirectly predicted achievement motivation. Achievement motivation was also a significant predictor of later perceived social support and ego-resiliency, both directly and indirectly. These findings provide empirical evidence for the reciprocal relations between South Korean multicultural students' social support and ego-resiliency, as well as the complex effect mechanisms by which social support and ego-resiliency influence achievement motivation. The findings highlight the importance of social support and ego-resiliency for multicultural student’s positive development.

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