잠재계층분석(LCA)을 이용한 이주배경청소년의 이주유형과 학교적응 간의 관계

초록

This study aims to identify the migration types among adolescents with migration backgrounds and to analyze the effects of each subgroup type on their school adjustment. For this purpose, survey data from a total 344 migrant-background adolescents, spanning grades 7 to 12 in the Jeonnam, were analyzed using Latent Class analysis(LCA). As a result of the study, a total of three latent subgroups were identified: a ‘Late-arrival-centered group’(5%), a ‘Returnee-centered group’ (22%), and a ‘Domestic-growth-centered group’ (72%). Logistic regression was used to examine the impact of migration type on various aspects of school adjustment, including general school life adjustment, teacher adjustment, and peer adjustment. The findings indicated that both the ‘Returnee-centered group’ experienced greater difficulties in overall school adjustment-including school life adjustment, teacher adjustment and peer adjustment-compared to both the ‘Late-arrival-centered group’ and ‘Domestic-growth-centered group’. Previous research and policy have tended to treat migrant-background adolescents as a single, homogeneous group, offering uniform intervention strategies. This study demonstrates the necessity of understanding the distinct characteristics of each migrant subgroup and empirically confirms the effect of this diversity on school adjustment. Therefore, it highlights the need for tailored support and individualized interventions that take into account migration-type differences among migrant-background adolescents.

키워드