외국인가정 청소년의 문화적응 스트레스가 학교 적응에 미치는 영향: 교사 지지와 친구 지지의 매개효과

초록

This study aimed to analyze the effects of acculturative stress on school adaptation among foreign-born youth from immigrant families—a group representing a specific subcategory of immigrant-background students—and to verify the mediating effects of teacher and peer support within this relationship. For this purpose, data from 243 foreign-born youth were extracted and analyzed from the 6th wave (2024) of the second cohort of the Multicultural Adolescents Panel Study (MAPS). The primary findings are as follows. First, female students demonstrated higher levels of school adaptation than male students, and those residing in urban areas showed higher school adaptation than their counterparts in non-metropolitan areas. Furthermore, higher acculturative stress was associated with lower levels of school adaptation, confirming that acculturative stress is a potent risk factor that severely hinders school adaptation among foreign-born youth. Second, the analysis of the mediating effects indicated that both teacher and peer support exhibited partial mediating effects, revealing a structural model where the direct and indirect effects of acculturative stress coexist simultaneously. Third, a comparative analysis of the mediating effects demonstrated that teacher support exerted a greater impact on school adaptation than peer support, underscoring the critical importance of the teacher's role within the institutional environment of the school. Based on these empirical findings, this study proposes differentiated policy and practical alternatives, including the establishment of a tailored prevention and settlement support system aligned with the individual backgrounds and specific adaptation phases of foreign-born youth from immigrant families.

키워드