A Study on the Effects that the Self-Identity of the Adolescents from Multicultural Families and Their Parents’ Child rearing Attitudes Have on Their Resilience in School
: Applying the Adjustment Factors through the Characteristics of Support from School

Park, Myung Hee
Department of Social Welfare
The Graduate School of Catholic Kwandong University
Supervised by Professor Lee, Dong Young

The study, which presupposes an unhindered school life for the adolescents of multicultural families as a crucial part for the South Korean government’s policy for supporting multiculturalism, has its purpose in getting effective implications for forming a multi-dimension action system by conducting an empirical analysis of the significant effects on and adjustment factors for their resilience in school.
For this purpose, this study conducted a questionnaire-based survey of middle and high school students in Gangwon Province by using 112 copies of the questionnaire in its final analysis. The study used SPSS 20.0 for its analysis and applied multiple regression analysis by testing the effects of the independent variables on the subordinate variables and the effects of the adjustment factors.

Through the research, the result of the study are as follows.
First, in the regression model (Model 1) that had support from teachers as its adjustment factor, the independent variables of self-identity and parents’ child rearing attitudes had a positive causal relationship with the subordinate variable of resilience in school, but there was no dimension in which the level of support from teachers adjusted the effects.
Second, in the regression model (Model 2) that had support from school friends as its adjustment factor, the test of relative importance with standardized regression coefficient(β) showed self-identity as an independent variable greater than parents’ childrearing attitude. Also among the variables of interaction, variable of self-identity x support from school friends, which combines self-identity, showed higher than parents’ childrearing attitudes x support from school friends. This suggests that in resilience in school, support from school friends, if adopted as a strategy along with self-identity, can be more effective.
Third, in the regression model (Model 3) that had as its adjustment factor support from school as the combination of support from teachers and support from school friends, both self-identity x support from school and parents’ child rearing attitudes x support from school have positive influence. Especially, as the statistical significance and explanatory power of the variable of interaction proved to be relatively great, the study verified the need to boost resilience in school through support from school.

Based on the research results, this study has the following implications.
First, it should be recognized that promoting self-identity is important to boost the resilience in school for the adolescents from multicultural families. Accordingly, a program for promoting self-identity should be developed and applied.
Second, the childrearing attitudes of the parents of the multicultural families need to be used in a friendly manner. Accordingly, to boost resilience in school, education and counseling for not only the adolescents but also their parents need to be implemented.
Third, support from school for the adolescents from multicultural families should be recognized as crucial in boosting their resilience in school. Particularly, support from school friends proved to be effective in doubling the positive effects of self-identity and parents’ childrearing attitudes. Accordingly, it is important to implement a program for boosting support from school friends when developing and applying a program for self-identity and parents’ childrearing attitudes.
Lastly, as far as support from teachers is concerned, it would be more effective to mix it with other supportive elements such as support from school friends in the larger framework of support from school, than to emphasize or implement it independently.




Keywords : adolescents from multicultural families, resilience in school, self-identity, parents’ childrearing attitudes, support from school, multiple regression analysis