This study defines the differences in personal, parental, social variable and school adjustment of children from multi-cultural families and racially-homogeneous families, and by defining what affect do personal, parental, social variable on school ad...
This study defines the differences in personal, parental, social variable and school adjustment of children from multi-cultural families and racially-homogeneous families, and by defining what affect do personal, parental, social variable on school adjustment of children from multi-cultural families and racially-homogeneous families, we can ultimately provide basic informations to help school adjustment. This research used frequency analysis, descriptive statistics analysis, t-test, correlation analysis, multiple regression analysis through the SPSS Win 17.0 statistic programme, and these are the results of this research.
For that, 117 children from multi-cultural families and 140 children from general ones are picked for targets from 12 elementary schools, 3 middle schools, and 5 social welfare facilities in Daegu, Gyeongsangbuk-do, and the conclusion of the study is as follow.
First, by analyzing the differences of personal, parental, social variable between children from multi-cultural families and racially-homogeneous families, we can conclude that their self-identities, appearance satisfactions, parents' positive instructions, family cohesions, teacher relationships and friends relationships variable partially differ in some degree, but the difference of degree doesn't make a statistically meaningful conclusion.
Secondly, by analyzing school adjustment of children from multi-cultural families and racially-homogeneous families, we can conclude that in the whole level of school adjustment, there is not a significant statistical difference, however in school norm observance which is one of the sub-components, elementary school students from racially-homogeneous families show a meaningfully higher degree than students from multi-cultural families.
Thirdly, by analyzing what affect do personal, parental, social variable on school adjustment of children from multi-cultural families and racially-homogeneous families, we can conclude that in case of children from multi-cultural families, teacher relationship is highest, and followed by family cohesion, parents' positive instruction, self-identity, and the ability of speaking Korean. That means, in case of children from multi-cultural families, the more they have high self-identities, the more positive their patents' instructions are, the stronger their relationships with teachers are, the lower parental cohesion scores are, the better they are good at speaking Korean, the better they can adjust to schools. In case of children from racially-homogeneous families, the most important factor of school adjustment is patent's positive instruction and followed by teacher relationship, and low 'school grade(division as elementary, middle, high school)'. As analyzed above, you can see that those variable of school adjustment differ between two groups.
On the basis of study conclusions above, here are suggestions as follow. First, since there's no meaningful difference in effects of personal, parental, social variable on school adjustment between children from multi-cultural families and racially-homogeneous families, directions in school adjustment of children from multi-cultural families should be set in integrated way with ones of children from racially-homogeneous families. Secondly, since teacher relationship, and parents' instruction affect school adjustment of both children, school social workers should be put into education field to instruct teachers in multi-cultural society and professional services. And the right children instruction should be taught more intensively for parents, instructions should be given to parents of preschool children from multi-cultural families aroundmulti-cultural family support service centers in each administrative district. Finally, since self-identities and Korean-speaking abilities of children from multi-cultural families have a meaningful effect on their school adjustments, instructions to help them establish their right self-identities and the program improving their Korean-speaking abilities should be done for them.
，韩语毕业论文，韩语论文范文 |
