ScholarWorks@숙명여자대학교

초록

This study aimed to verify the effects of musical instrument-based music therapy activities on the self-efficacy and school adjustment of children from multicultural families. The study was conducted with 61 multicultural children in grades 4~5 attending a Mongolian school located in Seoul, Korea, divided into an experimental group(n=32) and a control group(n=29). The experimental group participated in 14 sessions of musical instrument-based music therapy activities, conducted 2~3 times a week for 40 minutes per session, while the control group received no intervention. The self-efficacy scale and school adjustment scale were used as measurement tools, administered before and after the intervention. Data analysis included tests for homogeneity between groups prior to the intervention. Independent t-tests and ANCOVA were used for group comparisons, and paired t-tests were used for within-group comparisons. The results are as follows: First, the experimental group showed significant improvements in overall self-efficacy and its subdomains, including self-regulation efficacy and task difficulty preference. ANCOVA results also confirmed significant differences between groups in all subdomains. Second, significant improvements were observed in overall school adjustment and its subdomains, including interest in school, schoolwork, and teacher relationships. Postintervention ANCOVA results revealed significant differences between groups across all subdomains. These findings suggest that musical instrument-based music therapy activities are an effective intervention tool for enhancing the self-efficacy and school adjustment of children from multicultural families. Furthermore, the study highlights the potential of such interventions as a psychological and social support strategy, particularly for Mongolian children residing in Korea.

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