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http://dx.doi.org/10.22156/CS4SMB.2019.9.9.175

An Analysis on the Moderating Effect of Teacher Support on the Effects of Acculturation Stress on School Adjustment of Multicultural Adolescents  

Park, Dong-Jin (Korea Research Institute for Social Welfare, Kangnam University)
Publication Information
Journal of Convergence for Information Technology / v.9, no.9, 2019 , pp. 175-184 More about this Journal
Abstract
The purpose of this study was to analyze the moderating effects of teacher support on the effects of acculturation stress on school adjustment of multicultural adolescents. To this end, we used the 6th Year (2016) adolescents survey data of 1,329 multicultural adolescents from the Multicultural Adolescents Panel Survey(MAPS), which was constructed by the National Youth Policy Institute(NYPI). Using SPSS 22.0, frequency analysis, descriptive statistical analysis, and moderated multiple regression analysis were used as dependent variables for school adjustment of multicultural adolescents, as independent variables for school adjustment, and as moderating variables for teacher support. As a result, first, multicultural adolescents experienced acculturation stress, and school adjustment decreased as the acculturation stress increased. Second, teacher support was found to have a statistically significant moderating effect on the effects of acculturation stress on school adjustment of multicultural adolescents. Based on the results of this research, I discussed and suggested the supportive measures, the role of teachers, and follow-up research to reduce the acculturation stress of multicultural adolescents and increase the level of school adjustment.
Keywords
Multicultural adolescent; Acculturation stress; School adjustment; Teacher support; Moderating effect;
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