Analysis of Longitudinal Relationship among Elementary and Middle School Students’ Multicultural Acceptance, Self-concept, and Community Consciousness using the Latent Growth Model
Keywords:
Elementary and Middle School Students, Multicultural Acceptance, Self-concept, Community Consciousness, Longitudinal AnalysisAbstract
As the proportion of multicultural family increases in Korea, there has been an acceleration in the emergence of a multicultural and multiracial society, resulting in more students with different cultural backgrounds in schools. Therefore, it is necessary to achieve harmony and integration among people from various cultures and backgrounds. The purpose of this study was to identify how multicultural acceptability affects self-concept and community consciousness by using longitudinal data collected for elementary and middle school students using a latent growth model, and to confirm the relationship between these variables. As a result of the study, first, it was confirmed that the multicultural acceptance of elementary and middle school students influences the development of self-concept and community consciousness. Second, a positive correlation was found between the three variables of multicultural acceptance, self-concept, and community consciousness. This study has implications for establishing educational measures relating to multicultural acceptance, self-concept, and community consciousness for adolescents, who are at the stage where perceptions and attitudes toward diverse races and different cultures are cultivated.
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References
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Cha, G. S., & Mo, G. H. (2017). Social studies education. Seoul: Dongmunsa.
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Cho, H. U., & Kang, J. D. (2016). The structural relationship: Over-parenting, adolescents' well-being, community spirit, and school adjustment. Youth Facilities and Environment, 14(2), 139-146.
Choi, M. S. (2014). An analysis of differences and effect factors in multicultural acceptability between teachers and adolescents. Doctoral dissertation, Donga University.
Choi, J. Y., & Kim, J. C. (2015). Exploration of psychological and social factors that influence multicultural acceptance for elementary students. Korean Journal of Youth Studies, 22(2), 389-411.
Choi, H. L., & Moon, Y. K. (2013). Impact of community spirits on school adjustment in adolescents. Journal of Community Welfare, 0(45), 189-209.
Erikson, E. H. (1968). Identity: Youth and crisis. New York (WW Norton).
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Harter, S., & Whitesell, N. R. (2003). Beyond the debate: Why some adolescents report stable self‐worth over time and situation, whereas others report changes in self‐worth. Journal of Personality, 71(6), 1027-1058.
Hong, S. K. (2019). Longitudinal relationship of self-concept and civic consciousness for adolescents. The Journal of Learner-Centered Curriculum and Instruction, 19(17), 617-638.
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Kwon, S. O., & Lee, S. Y. (2017). Analysis of longitudinal relations between creativity, academic achievements, and utilization of computer & smartphone of middle school students. The Korean Association of Computer Education, 20(3), 35-46.
Lee, S. K. (2015). Longitudinal changes and determinants of adolescents’ acceptability toward multiculture. Korean Journal of Youth Studies, 22(10), 27-48.
Lee, S. K., & Jeon, S. M. (2014). Factors that have impacts on the multi-culture acceptance of middle school students: Focused on self-esteem, community closeness, peer attachment. Journal of Adolescent Welfare, 16(4), 103-121.
Lee, J. H., & Kim, K. K. (2013). Determinants of multicultural acceptability of middle school students. Korean Journal of Sociology of Education, 23(1), 53-77.
Lee, K. H., & Kim, C. Y. (2017). The effect of on-line creativity class on promotion of creative personality and self-concept. Journal of Education & Culture, 23(1), 33-64.
Lee, K. H., & Kho, J. Y. (2017). SCI-II self-concept test, expert guide. Seoul: INPSY. .
Lee, K. H., & Lew, K. H. (2014). The effect of creativity and personality education on the elementary, middle, and high school students. The Journal of Creativity Education, 14(1), 1-16.
Lee, H. S., Chung, J. Y., Jang, S. Y., Jang, S. H., & Kim, J. R. (2017). An analysis of factors affecting elementary school students’ levels of multi-cultural acceptance. Studies on Korean Youth, 28(2), 225-248.McGue, M., Elkins, I., Walden, B., & Iacono, W. G. (2005). Perceptions of the parent-adolescent relationship: A longitudinal investigation. Developmental Psychology, 41(6), 971.
Ministry of Gender Equality and Family. (2019). 2018 national multicultural family survey research. Research Report 2019-01.
Park, H. S. (2014). Investigating factors related to multicultural receptivity for elementary and middle school students. Studies in Humanities and Social Sciences, 44, 5-33.
Park, S. H. (2014). A longitudinal analysis on multicultural perception of young people using latent growth model. Multiculturalism and Human, 3(2), 99-131.
Park, J. H., & Yun, C. M. (2018). Mediated effect of aggression and adjusted mediating effect of ego resilience in the relationship between adolescents’ peer attachment and multicultural acceptance. Global Creative Leader: Education & Learning, 8(4), 63-86.
Seo, B. E., Jo, H. M., & Kim, M. Y. (2015). A study of factors influencing multicultural acceptance among middle school students in Korea. Culture Technology Research Institute, 19, 179-207.
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407-441.
Sul, J. B., Lee, E. K., & Kim, J. H. (2019). Multicultural acceptance of natives and self-concept and school achievement of migrant adolescents in Korea - Moderating effect of social support -. Crisisonomy, 15(7), 103-123.
Un, S. K. (2016). A study on factors influencing on adolescents’ multicultural acceptability: Compared elementary school students and middle school students. Journal of Korea Academia-Industrial Cooperation Society, 17(10), 685-695.
Yang, Y. M., & Kim, J. S. (2015). Relationship between children’s self-esteem, sense of community, and multicultural receptivity. Journal of Youth Welfare, 17(4), 309-328.
Yang, M. H., & Kyun, S. N. (2020). A longitudinal study on the development of multicultural acceptance of Korean middle school students: Focusing on the variables of self-concept and community consciousness. Institute of Distance Education, 16(1), 79-100.
Yoo, Y. A. (2007). A symbolic interaction study on the impact of peer culture on the ego identity of middle schoolers. (Master’s thesis). Inha University.
Yoon, I. J., & Song, Y. H. (2011). South Koreans' perceptions of national identity and acceptance of multiculturalism. The Korean Journal of Unification Affairs, 23(1), 143-192.
Korean Education Longitudinal Study (KELS). (2016). Korean Education Logitudinal Study (KELS) 2005(X): Survey Summary Report. Korea Educational Development Institute.
Korean Education Longitudinal Study (KELS). (2019). Korean Education Logitudinal Study (KELS) 2013(Ⅶ): Survey Summary Report. Korea Educational Development Institute.
Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications.
Baek, S. H., & Jeong, H. W. (2017). The developmental trajectories of multicultural acceptance and the changing community spirit as determined by means of growth mixture modeling. Studies on Korean Youth, 28(1), 151-182.
Banks, J. A. (1975). Teaching strategies for ethnic studies. Allyn and Bacon, Inc., Longwood Division, Rockleigh, New Jersey 07647.
Bennett, C. I. (2009). Comprehensive multicultural education: Theory and practice (2nd ed.). Needham Heights, Boston: Allyn & Bacon.
Cha, G. S., & Mo, G. H. (2017). Social studies education. Seoul: Dongmunsa.
Chae, C. W. (2013). The idea of university education and civil educational challenges in the era of globalization. Studies in Humanities and Social Sciences, 39, 5-42.
Cho, H. U., & Kang, J. D. (2016). The structural relationship: Over-parenting, adolescents' well-being, community spirit, and school adjustment. Youth Facilities and Environment, 14(2), 139-146.
Choi, M. S. (2014). An analysis of differences and effect factors in multicultural acceptability between teachers and adolescents. Doctoral dissertation, Donga University.
Choi, J. Y., & Kim, J. C. (2015). Exploration of psychological and social factors that influence multicultural acceptance for elementary students. Korean Journal of Youth Studies, 22(2), 389-411.
Choi, H. L., & Moon, Y. K. (2013). Impact of community spirits on school adjustment in adolescents. Journal of Community Welfare, 0(45), 189-209.
Erikson, E. H. (1968). Identity: Youth and crisis. New York (WW Norton).
Hahn, D. D., & Oh, K. H. (2013). The effects of the communal classroom instructional practices and the sense of community on the inhibitory school violence in elementary schools. Korean Journal of Sociology of Education, 23(4), 207-235.
Han, Y. S., Kim, B. K., & Jeon, S. A. (2014). Moderating role of highly-concentrated multicultural neighborhoods in the relationship between individual family factors and multicultural acceptability. Korean Journal of Youth Studies, 21(12), 97-125.
Harter, S., & Whitesell, N. R. (2003). Beyond the debate: Why some adolescents report stable self‐worth over time and situation, whereas others report changes in self‐worth. Journal of Personality, 71(6), 1027-1058.
Hong, S. K. (2019). Longitudinal relationship of self-concept and civic consciousness for adolescents. The Journal of Learner-Centered Curriculum and Instruction, 19(17), 617-638.
Hwang, J. M. (2010). Analysis of multicultural acceptability in Korea: From the perspective of new politics of membership. The Journal of Asiatic Studies, 53(4), 152-18.
Jang, E. H., & Eo, J. G. (2013). Relationships among children’s self-concept, cross-cultural experiences, and multicultural acceptance. Family and Family Therapy, 21(3), 289-305.
Kim, Y. B., Lim, H. J., Namgung, J. Y., Park, H. J., Shin, H. S., Kim, S. S., Kim, J. M., Lee, G. M., & Bn, J. C. (2013). Korean Education Termination Study (KELS) 2013(I) Survey Summary Report. Jin cheon: Korea Educational Development Institute.
Kang, G. Y., & Jang, Y. M. (2013). A study on the community awareness of youth. Journal of Future Oriented Youth Society, 10(1), 97-123.
Kim, H. J., Cho, M. H., & Hong, H. Y. (2020). The influence of adolescents’ self-awareness on multicultural acceptability: The mediating effect of life satisfaction and sense of community. Korea Youth Research Association, 27(7), 47-76.
Kim, J. D., Lee, E. K., & Song, S. Y. (2020). Exploring the relationship between multicultural acceptances for global competency development. The Journal of Core Competency Education Research, 5(1), 35-63.
Kim, J. W., Kim, M. G., & Hong, S. H. (2009). Writing thesis with structural equation. Communication books.
Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications.
Koo, J. H. (2015). The grade difference in community spirit and multicultural acceptability of elementary school students. Theory and Research in Citizenship Education (TRCE), 47(1), 1-24.
Korea National Statistical Office (KOSTAT). (2019). Census 2015–2019: Multicultural households and household members-City, County. Statistics Office, Korea, 「Population Census」.
Korean Education Longitudinal Study (KELS). (2016). Korean Education Logitudinal Study (KELS) 2005(X): Survey Summary Report. Korea Educational Development Institute.
Korean Education Longitudinal Study (KELS). (2019). Korean Education Logitudinal Study (KELS) 2013(Ⅶ): Survey Summary Report. Korea Educational Development Institute.
Kwon, S. O., & Lee, S. Y. (2017). Analysis of longitudinal relations between creativity, academic achievements, and utilization of computer & smartphone of middle school students. The Korean Association of Computer Education, 20(3), 35-46.
Lee, S. K. (2015). Longitudinal changes and determinants of adolescents’ acceptability toward multiculture. Korean Journal of Youth Studies, 22(10), 27-48.
Lee, S. K., & Jeon, S. M. (2014). Factors that have impacts on the multi-culture acceptance of middle school students: Focused on self-esteem, community closeness, peer attachment. Journal of Adolescent Welfare, 16(4), 103-121.
Lee, J. H., & Kim, K. K. (2013). Determinants of multicultural acceptability of middle school students. Korean Journal of Sociology of Education, 23(1), 53-77.
Lee, K. H., & Kim, C. Y. (2017). The effect of on-line creativity class on promotion of creative personality and self-concept. Journal of Education & Culture, 23(1), 33-64.
Lee, K. H., & Kho, J. Y. (2017). SCI-II self-concept test, expert guide. Seoul: INPSY. .
Lee, K. H., & Lew, K. H. (2014). The effect of creativity and personality education on the elementary, middle, and high school students. The Journal of Creativity Education, 14(1), 1-16.
Lee, H. S., Chung, J. Y., Jang, S. Y., Jang, S. H., & Kim, J. R. (2017). An analysis of factors affecting elementary school students’ levels of multi-cultural acceptance. Studies on Korean Youth, 28(2), 225-248.McGue, M., Elkins, I., Walden, B., & Iacono, W. G. (2005). Perceptions of the parent-adolescent relationship: A longitudinal investigation. Developmental Psychology, 41(6), 971.
Ministry of Gender Equality and Family. (2019). 2018 national multicultural family survey research. Research Report 2019-01.
Park, H. S. (2014). Investigating factors related to multicultural receptivity for elementary and middle school students. Studies in Humanities and Social Sciences, 44, 5-33.
Park, S. H. (2014). A longitudinal analysis on multicultural perception of young people using latent growth model. Multiculturalism and Human, 3(2), 99-131.
Park, J. H., & Yun, C. M. (2018). Mediated effect of aggression and adjusted mediating effect of ego resilience in the relationship between adolescents’ peer attachment and multicultural acceptance. Global Creative Leader: Education & Learning, 8(4), 63-86.
Seo, B. E., Jo, H. M., & Kim, M. Y. (2015). A study of factors influencing multicultural acceptance among middle school students in Korea. Culture Technology Research Institute, 19, 179-207.
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407-441.
Sul, J. B., Lee, E. K., & Kim, J. H. (2019). Multicultural acceptance of natives and self-concept and school achievement of migrant adolescents in Korea - Moderating effect of social support -. Crisisonomy, 15(7), 103-123.
Un, S. K. (2016). A study on factors influencing on adolescents’ multicultural acceptability: Compared elementary school students and middle school students. Journal of Korea Academia-Industrial Cooperation Society, 17(10), 685-695.
Yang, Y. M., & Kim, J. S. (2015). Relationship between children’s self-esteem, sense of community, and multicultural receptivity. Journal of Youth Welfare, 17(4), 309-328.
Yang, M. H., & Kyun, S. N. (2020). A longitudinal study on the development of multicultural acceptance of Korean middle school students: Focusing on the variables of self-concept and community consciousness. Institute of Distance Education, 16(1), 79-100.
Yoo, Y. A. (2007). A symbolic interaction study on the impact of peer culture on the ego identity of middle schoolers. (Master’s thesis). Inha University.
Yoon, I. J., & Song, Y. H. (2011). South Koreans' perceptions of national identity and acceptance of multiculturalism. The Korean Journal of Unification Affairs, 23(1), 143-192.
Korean Education Longitudinal Study (KELS). (2016). Korean Education Logitudinal Study (KELS) 2005(X): Survey Summary Report. Korea Educational Development Institute.
Korean Education Longitudinal Study (KELS). (2019). Korean Education Logitudinal Study (KELS) 2013(Ⅶ): Survey Summary Report. Korea Educational Development Institute.
Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications.
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Published
2021-04-24
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Choi, E. J., & Kyung-Hwa, L. (2021). Analysis of Longitudinal Relationship among Elementary and Middle School Students’ Multicultural Acceptance, Self-concept, and Community Consciousness using the Latent Growth Model. International Electronic Journal of Elementary Education, 13(4). Retrieved from http://www.iejee.com/index.php/IEJEE/article/view/1430
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