다문화 학령기 아동의 자아존중감 모형

Abstract

This study attempted to establish a hypothetical model for self-esteem of multicultural school-age children based on Maslow(1943)'s desire stage theory and to verify the suitability of the model to identify the path and direct and indirect effects of factors affecting self-esteem of multicultural school-age children. Using raw data from the second phase of the 2019 Multicultural Youth Panel Survey (MAPS 2019) of the Korea Youth Policy Institute, a hypothetical model was constructed by synthesizing factors affecting self-esteem of multicultural school-age children, and the relationship between variables was verified. The number of subjects selected as samples in the raw data is 2,246, which satisfies the minimum recommended level for the sample size in the structural equation model. The collected data were analyzed using the SPSS/Win and Amos 22.0 programs. As a result of the study, the self-esteem explanatory power of multicultural school-age children was 22%. Health evaluation in self-esteem (β=.186, p<.001), friend’s support (β=.062, p=.003), social competence (β=.388, p<.001), school life (β=.118, p<.001) had significant direct and total effects. health evaluation (β=.014, p<.001), friend’s support (β=.029, p<.001), social competence (β=.025, p<.001) had a significant indirect effect on self-esteem through school life. health evaluation in school life (β=.121, p<.001), friend’s support (β=.248, p<.001), social competence (β=.213, p<.001) showed significant direct and total effects. Based on the results of this study, we would like to provide basic data for the development of programs that increase self-esteem of school-age multicultural children.