다문화 수용성이 수학 학업성취도에 미치는 영향에 대한 자아개념 조절 효과

Abstract

The acceleration of societal transformation towards a multicultural society emphasizes the necessity for education in school settings to incorporate cultural diversity. In this study, hierarchical regression analysis was conducted to explore the moderating effects of self-concept on the relationship between multicultural acceptance and mathematical academic achievement.
 First, the analysis examined the moderating effect of familial self-concept on the relationship between relationships with multicultural friends and mathematical academic achievement. As familial self-concept increased, the extent to which the relationship with multicultural friends negatively influenced mathematical academic achievement diminished.
 Secondly, the analysis explored the moderating effect of academic self-concept on the relationship between perceptions of foreigners and mathematical academic achievement. As academic self-concept increased, the extent to which perceptions of foreigners positively influenced mathematical academic achievement became stronger.
 Thirdly, the analysis examined the moderating effect of academic self-concept on the relationship between relationships with multicultural friends and mathematical academic achievement. As academic self-concept increased, the extent to which relationships with multicultural friends negatively influenced mathematical academic achievement became stronger.
 This study provides foundational insights into the moderating effect of self-concept on the relationship between multicultural acceptance and mathematical academic achievement, with a focus on exploring strategies for practical application in educational settings.