The purpose of this study is to know the factors affecting school adjustment of Mongol International Students in Korean universities. Through this, it tried to suggest the fundamental data for intervention strategies which can provide the integrated services of various levels by studying the internal resources of Mogol international students in Korea. This study tried to figure out the factors influencing school adjustment in acculturate stress, social-support, and their experience in using school services.
To do this, 107 Mogol international students, who have been studied in 11 Korean Universities in Seoul, participated in this survey that asked which factors affected their adjustment in Korean universities. The statistical analysis were conducted using SPSS Window v. 12.0. The major study results are as follows.
First, Mongol international students indicated to perceive cultural shock as the highest level in differences between Mongol and Korean culture. The differences of acculturate stress by demographic characteristics are as follows. The female showed lower acculturate stress than male and the married students or the single students were similar in acculturate stress. Mongol international students who have lived in a dormitory or a boarding space showed lower acculturate stress than the students cooking themselves or and so on. When Mongol international students have been lived in the same dormitory with the other country's students, they could make a chance to share the similar problems with the other international friends, the dormitory may be a space to lower the acculturate stress for them. Even though local students who generally have lived in the boarding space, have similar troubles to adjust in new town(Seoul), the boarding space could be lowered acculturate stress that is the common difficulties among Mongol international students and local students.
Second, as social-support, Mongol international students were perceived the highest support by Mongol friends, and the lowest support by Korean university friends than professor, a paster, a monk and university supporting facilities. The differences of social-support by demographic characteristics are as follows. Mongol international students perceived the highest support by Christian and atheism, Buddhism, Roman Catholicism respectally in this order. Before 1990, Mongol was in socialism. So the most Mongol international students might be atheists. After they have been studying abroad, we guess they may have religion for psychological stability. Through Christian's various programs for Mongol international students, Christian could take their social-supporter's role.
Third, for university-adjustment, Mongol international students perceived the highest adjustment to university environment adjustment and the lowest to emotional adjustment. The differences of university adjustment by demographic characteristics are as follows. The married students showed the highest level of adjustment than single students. Mongol international students who have lived in a dormitory ed higher adjustment than students in the other places.
Fourth, The experience using university services seemed to make the differences in adjustment among them. The supporting programs -making a Korean friends, supporting for studying and so on- were showed to be useful for university adjustment for the Mongol international students.
Fifth, this study's results on university adjustment of Mongol international students indicated that the female felt lower acculturate stress than the male and those who have been living at a dormitory had lower acculturate stress than students in the other places. However, according to a study by Jang, Hyeak-Shim(2005) on -Social-support and acculturate stress of Chinese international students in Seoul- did not show statistically significant difference by gender, age, marriage, residence state, a level of Korean, duration of Korea. The study of Nah, Ihm-Shoon(2006) on Acculturate stress and life stress of international Students in Daejeon- found that gender, marriage, duration of Korea, especially a level of Korean affected acculturate stress. Their native countries seemed to make differences in acculturate stress.
Sixth, factors affecting university adjustment of Mongol international students related to the dormitory and acculturate stress. It is showed Mongol international students who have lived in the dormitory felt the lower acculturate stress.
The implication of result mentioned above concerning the practice of social welfare are as follow.
First, For international students, it needs to be systematic role for international students. A positive intervention is necessary to admit and to help students between Mongol and Korean culture.
In social welfare practices it is necessary to develope supporting-programs(making Korean friends or supporting for studying) for Mongol international students to low acculturate stress and high university adjustment. It is not only opportunity for between Mongol students and Korean colleague to make a relationship but also understanding and learning positive aspect of different countries. Second, since a residence type is important for university adjustment of Mongol international students, it must be tried to supply community residence type similar to dormitory. Administration for international students may take systematic role for international students and provide positive intervention for admission and understanding the difference between Mongol and Korean culture.
Third, For university adjustment according to a various nationality of International students, it is necessary to use systematic approach. Through a “STUDY KOREA PROJECT", Korean government is showed positive to invite international students in a middle or long term. Even though pre-study of international students from their native country were rare, the study results of Mongol international students were compared with the other for Chinese international students who have similar culture and near place to Korea and the study results of international students by Nah, Ihm-Shoon(2006), Acculturate stress and life stress of international Students in Daejeon. I found that they had the difference problems according to their native country. So in the future the systematic approach is necessary to help for international students who are planning to come to Korea from various countries.
，韩语论文范文，韩语论文范文 |
