This study aims to explain the causal relationship between perceived capacity, psychological well-being, and burnout, and the social competence of elementary school students from multi-cultural families, focusing on the effects of these on social comp...
This study aims to explain the causal relationship between perceived capacity, psychological well-being, and burnout, and the social competence of elementary school students from multi-cultural families, focusing on the effects of these on social competence and the degree.
To achieve this purpose, this study analysed 310 copies of responses submitted by subjects in A province and B metropolitan city from November 17, 2012 to December 31, 2013, and explained the effects of the perceived capacity of the subjects on social competence. Based on the results, a hypothesis was proven in order to propose theoretical and political suggestions in terms of the school life of the subjects. In the causal model of the study, the perceived capacity was decided as an independent variable, psychological well-being and burnout as mediating variables, and the perceived capacity of the subjects as a subordinate variable. The results of the study are presented as follows:
First, it was discovered that academic and social proficiency, physical characteristics and life attitude, as variables of perceived capacity, had a significant effect on psychological well-being, and the effect of social proficiency on psychological well-being had the largest effect.
Second, it was discovered that academic proficiency, as a variable of perceived capacity, had a significant effect on leadership, agreeableness, and autonomy, as variables of social proficiency. In particular, the effect of academic proficiency on leadership and autonomy was the highest and life attitude as a variable of perceived capacity had a significant effect on leadership, agreeableness, autonomy, and openness as variables of social proficiency.
Third, it was discovered that the psychological well-being of the subjects had a significant effect on leadership, extroversion, agreeableness, autonomy, and openness as variables of social proficiency.
This study explained the differences in the effects of perceived capacity on variables of social proficiency, according to social supports, and based on the results, it proved mediating effects in order to present theoretical and political suggestions relating to the school life of the subjects.
First, the differences in the effects of perceived capacity on social proficiency according to emotional support are presented as follows: it was discovered that there was a difference social proficiency and agreeableness; physical proficiency and leadership, openness; the psychological burnout and leadership, extroversion and openness according to emotional support.
Second, the differences in the effects of perceived capacity, psychological burnout on social proficiency, according to material support, are presented as follows: the differences in the effects of perceived capacity on social proficiency according to material support are presented as follows: it was discovered that there was a difference between academic, social, and physical proficiency psychological burnout according to material support. The differences in the effects of psychological well-being and burnout on social proficiency according to material support are presented as follows: it was discovered that there was a difference between psychological well-being and autonomy, and openness; psychological burnout and autonomy according to material support.
This study tested measurement instruments based on diverse variables presented in previous studies and analysed the causal relationship using a structural equation model to test the hypothesis. As a result, it was discovered that academic, social and physical proficiency, physical characteristics, and life attitude, as variables of perceived capacity, had effects on social proficiency as a subordinate variable, and psychological well-being and burnout as mediating variables. Also perceived capacity had an effect on variables of social proficiency according to social support as a mediating variable. Through the causal relationship, a significant fact on social proficiency was discovered and part of the previous studies were confirmed. This study explained factors of social proficiency and presented practical suggestions for social proficiency. It is suggested that the results of the study will provide useful information on the living quality of elementary school students through a positive test of the social proficiency factors of the subjects. Therefore, based on the results above, this study presented several political suggestions for the social proficiency of elementary school students from multi-cultural families.
First, for the psychological well-being of the subjects, more attention should be paid to formation of peer relationships. and educational programs such as sports club activities and friendship events should be developed.
Second, it was discovered that elementary school students with good relationships with friends were able to tell their stories to others, ask for help, and deal with their own thoughts and tasks given to them. In terms of good attitudes and manners, their social proficiency increased when they had good relationships with others.
Third, to enhance the psychological well-being of the subjects, good communication with parents is needed, which can lead them to have confidence and self-efficacy.
Fourth, through the expansion of students' relationships which are limited in school education, more opportunities for students to gain emotional support after school should be created.
Fifth, to effectively satisfy the needs involved with child care and education, education should be practical. Continuous education can not be expected after school for many different reasons. In particular, home education can not be satisfactory because of living conditions. To overcome such problems, continuous material support is needed. Visiting education services should be expanded, the educational systems of visiting instructors should be reinforced, investment should be made to support policy and differentiated services programs should be developed.
Sixth, multi-cultural educational factors should be considered to understand multi-cultural values and attitudes and the democratic environment should be developed.
As seen above, this study has a meaning in that it provided suggestions on social welfare by analysing the effects of the perceived capacity of elementary school students from multi-cultural families on social proficiency.
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