Journal of Convergence for Information Technology (융합정보논문지)

Convergence Society for SMB (중소기업융합학회)
권호 표지
DOI QR코드

DOI QR Code

The Effects of Multicultural Adolescent's Ego-Resilience, Biculture-Acceptance, bullying and Parenting attitude on Their Intention of School Dropout

다문화청소년의 자아탄력성, 이중문화수용태도, 집단따돌림 및 부모양육태도가 학업중단의도에 미치는 영향

  • Jeong, Doosoo (Graduate School of Social Welfare, Hansei University) ;
  • Paik, Jina (Department of Social Welfare, Hansei University)
  • 정두수 (한세대학교 일반대학원 사회복지학) ;
  • 백진아 (한세대학교 사회복지학과)
  • Received : 2020.07.06
  • Accepted : 2020.10.20
  • Published : 2020.10.28
Download PDF
⟨ Previous Next ⟩

Abstract

This study tries to examine the effects of multicultural adolescent's ego-resilience, biculture acceptance, bullying, and parenting attitude on their intention of school dropout. To do this, the subjects(n=1,347) extracted from the 5th year of the Multicultural Adolescent Panel Survey were analyzed by using hierarchical regression analysis. The founded results are as follows. First, multicultural adolescent's strong ego-resilience, biculture acceptance and positive parenting attitude decreased their intention of school dropout. Second, multicultural adolescent's bullying had no effect on it. Third, negative parenting attitude increased multicultural adolescent's intention of school dropout, playing the most significant role in the change of their intention of school dropout. On the based of findings, the study suggested various the programs to prevent multicultural adolescent's intention of school dropout which can be practiced in the field service.

본 연구는 다문화 청소년의 자아탄력성, 이중문화수용태도, 집단따돌림 및 부모양육태도가 학업중단의도에 미치는 영향을 설명하고자 한다. 이를 위해 다문화청소년패널 5차년도 자료를 활용하였으며, 다문화 청소년 1,347명을 표본으로 추출하여 회귀분석을 실시하였다 구체적 연구결과는 다음과 같다. 첫째, 다문화 청소년의 높은 자아탄력성 및 이중문화수용태도와 긍정적 부모양육태도는 학업중단의도를 감소시키는 영향을 미쳤다. 둘째, 다문화 청소년의 집단따돌림 피해경험은 학업중단의도에 영향을 미치지 않는 것으로 나타났다. 셋째, 부모의 부정적 양육태도는 다문화 청소년의 학업중단의도를 증가시키는 것으로 나타났으며, 특히 독립변수 중 가장 많은 영향을 미치는 것으로 분석되었다. 이러한 연구결과를 토대로 다문화 청소년이 학업중단의도를 가지는 것을 예방하고 실천현장에서 활용할 수 있는 프로그램들을 제시하였다.

Keywords

References

  1. http://kostat.go.kr
  2. https://www.bing.com/search
  3. http://www.moe.go.kr
  4. H. J. Kim & M. Yang. (2017). A Study on the Social Support, Ego-resiliency and Stress Coping Strategies of School-Dropout Adolescents. Journal of Digital Convergence, 15(1), 23-34. DOI: 10.14400/JDC.2017.15.1.23
  5. O. Y. Kim, Y. S. Lee & Y. M. Woon. (2004). An Analysis into Perception and Risk and Protective Factors Associated with the Dropout of Study of Juveniles in Jeollabuk-Do. The Korea Journal of Counseling, 5(3), 725-741. DOI:10.14400/JDC.2017.15.1.23
  6. I. S. Kim & S. E. Y. (2015). A Study on Academic Withdrawal Factors and Support Strategies for North Korean College Students: Search for Risk and Protective Factors. Multiculture & Peace, 9(3), 122-142. DOI: 10.22446/MNPISK.2015.9.3.006
  7. R. R. Kim & J. K. Lee. (2016). A Study on the Danger and Protection Factors that Affect Adolescents Intention to Quit School: Focusing on Mddle School and High School Students in Busan. Korean Journal of Youth Studies, 23(9), 53-81.
  8. Y. O. Nam. (2016). The Influence of Parenting Attitude on Intention of School Dropout in Adolescents: Mediating Effects of Self-Esteem, Journal of Youth Welfare, 18(4), 251-274.
  9. J. J. Han & J. Y. Hong. (2017). The Mediating Effect of Self-Control on Parenting Attitudes and Intention of School Dropout in Specialized High School Students. Journal of Rehabilitation Psychology, 24(3), 493-504. DOI: 10.3928/02793695-20180503-06
  10. J. Block & A. M. Kremen. (1996). IQ and Ego-Resiliency: Conceptual and Empirical Connections and Separateness. Journal of Personality and Social Psychology, 70, 349-361. DOI: 10.1037/0022-3514.70.2.349
  11. A. S. Masten. (2001). Ordinary Magic-Resilience Processes in Development. American Psychologist , 56(3), 227-238. DOI: 10.1037/0003-066x.56.3.227
  12. W. J. Kim, J. A. Jung, T. E. Shim & S. Y. Lee (2017). A Study of Multicultural Adolescents’ Changes in Cesilience by Language Ability and Bicultural Acceptance Using a Latent Growth Model. Studies on Korean Youth, 28(4), 167-194. DOI: 10.14816/sky.2017.28.4.167
  13. M. E. P. Seligman & M. Csikszentmihalyi. (2000). Positive psychology. An Introduction. American Psychologist, 55(1), 5-14. https://doi.org/10.1037/0003-066X.55.1.5
  14. J. A. Han, (2009). (The)Progressive Analysis of School Adjustment in Multicultural Elementary School Students. The Graduate School of Kyungsung University.
  15. Y. S. Chae, H. J. Kim, H. T. Chung, K. S. Lee & M. W. No. (2015). A Study on Emotional Characteristics and Emotional Regulation Forms - Focused on Students in a Small Rural Middle School Students -. Korean Book Research, 27(3), 37-52.
  16. Y. S. Goo. (2016). Educational Support for Low-Performing Students with Multicultural Backgrounds with Reference to Basic Academic Competency of Elementary/Middle School Students. The Journal of the Korea Contents Association, 16(5), 361-374. DOI: 10.5392/JKCA.2016.16.05.361
  17. Ministry of Gender Family. (2016). http://www.mogef.go.kr/
  18. J. H. Cha. (1998). A Study on the Effectiveness of Group Therapy Program Focused on Psychodrama for Delinquent Female High School Students. Major in Social Welfare The Graduate School of Ewha Womans University.
  19. D. Olweus. (1994). Bullying at School: Basic Facts and Effects of a School Based Intervention Program, The Journal of Child Psychology and Psychiatry, 35(7), 1171-1190. DOI: abs/10.1111/j.1469-7610.1994.tb01229.x
  20. O. S. Cho & J. A. Paik. (2014). The Effects of Adolescent's Academic Stress and School Bullying Victim on Suicidal Ideation: Focusing on the Mediating Effect of Self-Esteem, The Korean Journal of Health Service Management, 8(2), 233-244. https://doi.org/10.12811/kshsm.2014.8.2.233
  21. H. J. Jeong. (2011). A Study on the Children's Educational Environment, Self-Esteem, and Adaptation to Schools in Multicultural Families of Rural Areas-A Comparison with the Children from Non-multicultural Families. Department of Education Graduate School of Mokpo National University.
  22. S. H. Lee. (2012). The Study for the Development and Validation of Parenting Behavior Scale' Parents with School-Age Children. The Graduate School of Ewha Womans University.
  23. H. J. Kim & S. H. Hong. (2015). The Mediating Effects of Peer Attachment and Self-Esteem on the Relationships between Parenting Attitude and School Adjustment. The Journal of Korea Elementary Education, 26(1), 413-429. DOI: 10.20972/kjee.26.1.201503.413
  24. J. G. Kim & K. H. Lee. (2008). Relationships between Combinational Pattern of Parenting Styles and Middle School Student's Adaptation to School Life. The Korea Journal of Counseling, 9(3), 1183-1200. https://doi.org/10.15703/kjc.9.3.200809.1183
  25. M. Janosz, M. Le Blanc, B. Boulerice & R. E. Tremblay. (2000). Predicting Different Types of School Dropouts: A Typologica Approach with Llongitudinal Samples. Journal of Educational Psychology, 92(1), 171-190. https://doi.org/10.1037/0022-0663.92.1.171
  26. B. Y. Khu, H. S. Shin & J. M. Yoo. (2002). A Study on the School Dropout Model Through the Data Mining. The Korea Journal of Youth Counseling, 10(2), 35-57.
  27. K. Y. Kim. (2009). The Effect of High School Students' Self-defense Mechanism and Parents' Nurturing Behavior Perceived on Adaptation to School Life. The Graduate School of Education Yonsei University.
  28. S. H. Oh. (2010). Abstracts : The Study on the Eco-systemic Variables Affecting Youth Runaway -Focus on the Runaway Impulse and Runaway Experience. Journal of Adolescent Welfare, 12(4), 301-324.
  29. H. J. Lee, S. Y. Kim & S. M. Cheon. (2016). Meta-Analysis on the Relationship of Parent-Child Relationship Variable to Youth Internet and Smartphone Addiction. Journal of Rehabilitation Psychology, 23(2), 329-348.
  30. R. M. Ryan, J. D. Stiller & J. H. Lynch. (1994). Representations of Relationships to Teachers, Parents, and Friends as Predictors of Academic Motivation and Self-Esteem. Journal of Early Adolescence, 14, 226-249. https://doi.org/10.1177/027243169401400207
  31. J. Block & A. M. Kremen. (1996). IQ and Ego-Resiliency: Conceptual and Empirical Connections and Separatedness. Journal of Personality and Social Psychology, 70, 349-361. https://doi.org/10.1037/0022-3514.70.2.349
  32. S. K. Yoo & H. W. Shim. (2002). Psychological Protective Factors in Resilient Adolescents in Korea. The Korean Journal of Educational Psychology, 16(4), 189-206.
  33. C. L. Noo & J. J. Hong. (2006). Adaptation of Migrant Workers' Children to Korean Society: Adaptation of Mongolian Migrant Worker's Children in Seoul, Gyeonggi Area Korean Society of Child Welfare, 22, 127-159.
  34. National Youth Policy Institute. (2017). https://www.nypi.re.kr
  35. H. K. Lee & H. W. Kim. (2001). Social and Psychological Variables Predicting Elementary Students' School Bullying Behaviors : On the Bases of Their Gender and Grade. The Korean Journal of Social and Personality Psychology, 15(1), 117-138.
  36. M. Y. Huh. (2000). The Study for the Development and Validation of 'Parenting Behavior Inventory' Perceived by Adolescent. Ewha Womans University, Seoul.
  37. J. Y. Lee, S. Y. Kang, H. J. Kim, Y. Y. Lee & E. J. Yang. (2010). Risk and Protective Factors Perceived by School Dropouts. The Korea Journal of Youth Counseling, 18(2), 228-241.
  38. B. K. Jang. (2016). Effects of Academic Stress and Academic Maladaptation on Intention of Leaving School among Adolescents-Focused on Moderated Mediation Effect of Relationships with Teachers and Peers. The Graduate School, Catholic University of Daegu, Daegu.
  39. H. S. Lee. (2013). The Effect of Perceived Parental Attitudes on Intention of High School Students Dropout-The Moderating Effect of Ego-Resilience. Graduate School, Myongji University, Seoul.
  40. M. E. Seligman & M. Csikszentmihalyi. (2000). Positive Psychology. An introduction. American Psychology, 55(1), 5-14. https://doi.org/10.1037/0003-066X.55.1.5
  41. A. S. Woo. (2020). The Effects of Parents' Positive and Negative Parenting Attitudes to Multicultural Students on Their Intention of School Dropout: Mediating Effects of Bicultural Acceptance Attitudes and Depression. The Graduate School of Hansei University, Gunpo.
  42. M. Y. Shim. (2013). A Study of the Effect of Social Support on School Adaptation among Children from Muticultural Families: Focused on Mediating of Bicultural Adaptation. Journal of School Social Work, 25, 233-254.
  43. J. H. Lee. (2013). Analysis of the Peer Bullying Victimization Process Amongst Middle School Students. The Graduate School of Pusan National University, Busan.
  44. J. K. Lee. (2018). Analysis of Structural Relations among College Students' Stress, School Maladjustment, Academic Achievement, and Latent Dropout Intention. Social Science Research Review, 34(3), 1-24. https://doi.org/10.18859/ssrr.2018.08.34.3.1
  45. S. Y. Lee & S. I. Nam. (1997). A Study on the Development of the Social Adaptation Policy for Middle-School Students. Korea Youth Counselling and Welfare Institute, 1-233.
  46. J. Staff & D. A. Kreager. (2008). Too Cool for School?: Violence, Peer Status and High School Dropout. Social Forces, 87, 445-447. https://doi.org/10.1353/sof.0.0068
  47. H. W. Kim (2011). A Structural Equation Model Analysis on Relationships among Peer Rejection, Peer Victimization, Psychological Health, School Attitudes, and School Adjustment. Journal of Adolescent Welfare, 13(2), 173-198.
  48. S. Graham, A. D. Bellmore & J. Mize. (2006). Peer Victimization, Aggression, and Their Co-occurrence in Middle School: Pathways to Adjustment Problems. Journal of Abnormal Child Psychology, 34(3), 363-378.