Abstract
Objectives The purposes of this study were to verify whether self-esteem of immigrant students in elementary school moderates the negative indirect relationship between acculturative stress and school adjustment via Korean proficiency and social support (parents, teachers, and friends), respectively.
 Methods This study used the data of 138 immigrant students in elementary school from the 2nd data (2020) of the 2nd Multicultural Adolescents Panel Study (MAPS). We analyzed the mediation, moderation, and moderated mediation effects after calculating descriptive statistics and correlation coefficients of focal variables with reliability of instruments using SPSS 23.0 and PROCESS Macro v3.5.
 Results The results are as follows: First, the acculturative stress of immigrant students in elementary school had a significant negative effect on school adjustment. Second, their teacher support and friend support negatively mediated the relationship between acculturative stress and school adjustment. Third, their self-esteem moderated the relationship between Korean proficiency and school adjustment and between friend support and school adjustment. Fourth, their self-esteem moderated the mediating effect of Korean proficiency and friend support on the relationship between acculturative stress and school adjustment.
 Conclusions When supporting school adaptation of immigrant students in elementary school, activities that reduce accultural stress, leverage friend support, and promote self-esteem should be included.
Published Version
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