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The􀀁purpose􀀁of􀀁this􀀁study􀀁is􀀁to􀀁identify􀀁factors􀀁that􀀁affect􀀁to􀀁school􀀁adaptation􀀁among􀀁 multicultural􀀁 adolescents􀀁 and􀀁 to􀀁 clarify􀀁 their􀀁 relationship.􀀁 For􀀁 this􀀁 analysis,􀀁 1,329􀀁 multicultural􀀁youth􀀁from􀀁the􀀁5th􀀁and􀀁6th􀀁survey􀀁data􀀁of􀀁the􀀁Multicultural􀀁Adolescents􀀁Panel􀀁 Study(MAPS)􀀁were􀀁used􀀁to􀀁structure􀀁and􀀁analyze􀀁the􀀁effects􀀁of􀀁multicultural􀀁adolescents'􀀁 cultural􀀁 adaptation􀀁 stress,􀀁multicultural􀀁 acceptance,􀀁 and􀀁 bicultural􀀁 acceptance􀀁 attitudes􀀁 in􀀁 the􀀁 second􀀁 grade􀀁 of􀀁 middle􀀁 school􀀁 on􀀁 school􀀁 adaptation􀀁 in􀀁 the􀀁 third􀀁 grade􀀁 of􀀁 middle􀀁 school􀀁by􀀁using􀀁the􀀁serial􀀁multiple􀀁mediation􀀁model. As􀀁 a􀀁 result􀀁 of􀀁 analysis,􀀁 the􀀁 higher􀀁 the􀀁 cultural􀀁 adaptation􀀁 stress􀀁 felt􀀁 by􀀁 multicultural􀀁 adolescents,􀀁 the􀀁 lower􀀁 the􀀁 multicultural􀀁 acceptance,􀀁 and􀀁 bicultural􀀁 acceptance􀀁 attitudes.􀀁 Cultural􀀁adaptation􀀁stress􀀁had􀀁a􀀁negative􀀁effect,􀀁and􀀁multicultural􀀁acceptance􀀁and􀀁bicultural􀀁 acceptance􀀁 attitudes􀀁 had􀀁 a􀀁 positive􀀁 effect􀀁 on􀀁 school􀀁 adaptation􀀁 in􀀁 multicultural􀀁 adolescents.􀀁 Also,􀀁 all􀀁 mediation􀀁 effect􀀁 paths􀀁 in􀀁 the􀀁 research􀀁 model􀀁 were􀀁 significant.􀀁 In􀀁 conclusion,􀀁stress􀀁of􀀁cultural􀀁adaptation􀀁had􀀁a􀀁negative􀀁effect􀀁on􀀁school􀀁adaptation,􀀁but􀀁it􀀁 was􀀁 found􀀁 that􀀁 the􀀁negative􀀁 effect􀀁 could􀀁 be􀀁 reduced􀀁 through􀀁 the􀀁mediation􀀁 effect􀀁 paths􀀁 which􀀁 include􀀁 both􀀁 multicultural􀀁 acceptance􀀁 and􀀁 bicultural􀀁 acceptance􀀁 attitude􀀁 as􀀁 mediators.􀀁 Implications􀀁of􀀁this􀀁study􀀁are􀀁as􀀁follows.􀀁First,􀀁it􀀁was􀀁found􀀁that􀀁enhancing􀀁multicultural􀀁 acceptance􀀁 and􀀁 bicultural􀀁 acceptance􀀁 attitude􀀁 is􀀁 important􀀁 to􀀁 increase􀀁 school􀀁 adaptation􀀁 from􀀁 the􀀁 results􀀁 of􀀁 this􀀁 study,􀀁 and􀀁 this􀀁 study􀀁 suggest􀀁 that􀀁 political􀀁 supports􀀁 of􀀁 the􀀁 psychological􀀁and􀀁emotional􀀁are􀀁necessary􀀁to􀀁increase􀀁school􀀁adaptation􀀁for􀀁multicultural􀀁 adolescents.􀀁 In􀀁 addition,􀀁 this􀀁 study􀀁 has􀀁 a􀀁 significance􀀁 in􀀁 that􀀁 the􀀁 importance􀀁 of􀀁 multicultural􀀁 acceptance􀀁 and􀀁 bicultural􀀁 acceptance􀀁 attitude􀀁 was􀀁 revealed􀀁 by􀀁 examining􀀁 multicultural􀀁 adolescents􀀁 for􀀁 attitudes􀀁 toward􀀁 multicultural􀀁 acceptance􀀁 and􀀁 bicultural􀀁 acceptance,􀀁which􀀁have􀀁been􀀁mainly􀀁studied􀀁in􀀁non-cultural􀀁youth.

한국어

본􀀁연구는􀀁다문화􀀁청소년의􀀁학교적응에􀀁영향을􀀁미치는􀀁요인들을􀀁확인하고􀀁이들의􀀁관 계를􀀁명확히􀀁하는􀀁것을􀀁목적으로􀀁한다.􀀁이를􀀁위해􀀁다문화􀀁청소년􀀁패널(MAPS)􀀁5차􀀁및􀀁6 차􀀁자료를􀀁활용하여􀀁1,329명의􀀁다문화􀀁청소년을􀀁대상으로􀀁중학교􀀁2학년􀀁시점의􀀁문화적 응􀀁스트레스,􀀁다문화􀀁수용성,􀀁이중문화􀀁수용태도가􀀁중학교􀀁3학년􀀁시점의􀀁학교적응에􀀁미 치는􀀁영향을􀀁직렬다중매개􀀁모형을􀀁접목하고􀀁구조화하여􀀁분석하였다.􀀁 분석􀀁결과,􀀁다문화􀀁청소년이􀀁느끼는􀀁문화적응􀀁스트레스가􀀁높을수록􀀁다문화􀀁수용성􀀁 및􀀁이중문화􀀁수용태도가􀀁낮아졌으며,􀀁다문화􀀁수용성이􀀁높을수록􀀁이중문화􀀁수용태도는􀀁 긍정적인􀀁것으로􀀁나타났다.􀀁다문화􀀁청소년의􀀁학교적응에􀀁문화적응􀀁스트레스는􀀁부적으 로,􀀁다문화􀀁수용성􀀁및􀀁이중문화􀀁수용태도는􀀁정적인􀀁효과를􀀁주는􀀁것으로􀀁나타났으며,􀀁연 구모형의􀀁모든􀀁매개효과􀀁경로가􀀁유의하였다.􀀁결론적으로,􀀁문화적응􀀁스트레스는􀀁학교적 응에􀀁부적인􀀁영향을􀀁미쳤으나,􀀁다문화􀀁수용성􀀁및􀀁이중문화􀀁수용태도를􀀁거치는􀀁매개효 과􀀁경로를􀀁통해􀀁그􀀁영향을􀀁줄일􀀁수􀀁있는􀀁것으로􀀁나타났다.􀀁 본􀀁연구의􀀁의의는􀀁다음과􀀁같다.􀀁먼저,􀀁연구의􀀁결과를􀀁통해􀀁다문화􀀁수용성􀀁및􀀁이중문 화􀀁수용태도를􀀁기르는􀀁것이􀀁다문화􀀁청소년의􀀁학교적응을􀀁위해􀀁중요하다는􀀁것을􀀁확인하 고,􀀁다문화􀀁청소년의􀀁학교적응을􀀁높이기􀀁위한􀀁심리·정서적􀀁차원의􀀁정책적􀀁제언을􀀁하였 다는􀀁의의가􀀁있다.􀀁또한,􀀁본􀀁연구는􀀁그동안􀀁비다문화􀀁청소년에게서􀀁주로􀀁연구되어􀀁온􀀁 다문화􀀁수용성􀀁및􀀁이중문화􀀁수용태도에􀀁대해􀀁다문화􀀁청소년을􀀁대상으로􀀁살펴봄으로써,􀀁 이들의􀀁다문화􀀁수용성􀀁및􀀁이중문화􀀁수용태도의􀀁중요성을􀀁밝혔다는􀀁데􀀁의의가􀀁있다.􀀁

목차

국문초록
I. 서론
Ⅱ. 이론적 배경
1. 다문화 청소년의 학교적응
2. 다문화 청소년의 학교적응 관련 개인변인
3. 다문화 청소년의 학교적응 관련 배경변인
Ⅲ. 연구방법
1. 분석자료 및 연구대상
2. 측정도구
3. 분석 방법
Ⅵ. 연구 결과
1. 연구대상 및 주요변수의 특성
2. 문화적응 스트레스가 다문화 수용성에 미치는 영향
3. 문화적응 스트레스와 다문화 수용성이 이중문화 수용태도에 미치는 영향
4. 문화적응 스트레스, 다문화 수용성, 이중문화 수용태도가 학교적응에 미치는 영향
5. 매개효과 검증 결과
Ⅴ. 결론 및 논의
참고문헌

키워드

저자

• 윤미리 [ Yoon, Miri | 고려대학교 교육학과 박사수료 ] 주저자
• 장유나 [ Jang, Yoona | 고려대학교 교육학과 박사수료 ] 공동저자
• 홍세희 [ Hong, Sehee | 고려대학교 교육학과 교수 ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  문화교류와 다문화교육 [Cultural Exchange and Multicultural Education]

• 간기

  격월간

• pISSN

  2765-5040

• 수록기간

  2020~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 331 DDC 301