Comparison of Factors influencing Depression between Non-Multicultural and Multicultural Middle School Students

비다문화 중학생과 다문화 중학생의 우울 관련 요인 비교

  • 장형순 (강원대학교 일반대학원 간호학과) ;
  • 박현주 (강원대학교 간호대학)
  • Received : 2019.02.27
  • Accepted : 2019.03.22
  • Published : 2019.04.30


Purpose: The purpose of this study was to compare the factors related to depression between non-multicultural and multicultural middle school students. Methods: In this study, data were collected using structured questionnaires targeting students of 9 middle schools in G Province, Korea. Finally, the data of 304 students were analyzed by descriptive statistics, t-test, ANOVA, Pearson's correlation, and multiple regression analyses using SPSS 24.0. Results: The multicultural students showed a higher depression score ($47.14{\pm}8.33$) than the counterpart ($44.22{\pm}8.11$) (p<.001). The results of the multiple regression analysis revealed that academic stress (${\beta}=.33$, p<.001), peer attachment (${\beta}=-.13$, p<.02), and body image (${\beta}=.25$, p<.001) were the influencing factors on depression in non-multicultural students. However, in multicultural students, depression was related to peer attachment (${\beta}=-.16$, p=.03) and self-esteem (${\beta}=-.42$, p<.001). Conclusion: To prevent and manage depression in non-multicultural middle school students, it is essential to help them relieve academic stress and build peer relationships and positive body image. For multicultural middle school students, helping them to have high self-esteem and peer attachment would be the first measure to prevent and manage depression.


Table 1. Differences in General Characteristics of the Subjects between Non-Multicultural and Multicultural Middle School Students

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Table 2. Differences in Variables related to Depression between Non-Multicultural and Multicultural Middle School Students

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Table 3. Relationships between Depression and Related Factors in Non-Multicultural and Multicultural Middle School Students

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Table 4. Influencing Factors on Depression in Non-Multicultural and Multicultural Middle School Students

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