중국 농촌 아동의 피학대 경험이 학교적응에 미치는 영향

양채하 전북대학교 일반대학원 2016 국내석사

The reaearch concentrates on the abusing problems of children in rural areas, sa well as examines that whether such mistreatment would affect the adjustment of school life that related to the development of children. The political senses of supporting Chinese children living in countries is presented via this thesis. In order to achieve the researthing purpose, the research selected totally 248 students from the sixth grade of elementary school to the second grade of middle school in PingLu County, ShanXi Province of China, as the target individuals of the survey. The result of data analysis is shown as below. First, the children that had the experiences on emotional abuse were the most numeral ones among the survey. Second, female and the left-behind children were exposed to sexual and physical abuse much more seriously than males and ordinary ones respectively. The children whose families had intermediate economic status showed the lowest proportion on corporal punishment, while the figure of the children in poverty was much higher than those with good economic statue. Third, the result on analyzing the difference of school-adjustment demonstrated that the adjustment of study and the intimacy with teachers reduced while their grades were rising. Additionally, the intimacy rate of female children was higher than that of males. Fourth, it is result that juvenile mistreatment impacted the competence of school-adjustment passivelt. While looking into each academic aspects, it was identified that the studying activity rate decreased with the increase of physical and emotional abuse, the relationship of companion reduced with the rise of neglect and physical punishment oint, as well as the intimacy with teachers declined with the upward of neglect point. Based on such researching result, it is imperative to develop and ensure the educational problem involved in juvenile maltreatment for the children and their parents in Chinese reral regions. Furthermore, allocating the facilities being able to trend the children after school and organizations that can provide the support on education and protect the children living in countries are essential.

부모의 양육태도가 청소년 자녀의 우울에 미치는 영향: 국내 선행연구 검토를 중심으로

김지연 전북대학교 행정대학원 2022 국내석사

국내 연구를 중심으로 부모의 양육태도와 청소년 자녀의 우울 연구를 검토하여 연구분야, 연구동향, 연구대상, 측정도구, 연구방법 등을 분석하여 청소년 우울에 영향을 미치는 부모의 양육태도에 대한 동향을 살펴보고, 자녀의 우울과의 관계를 보다 객관적으로 이해하는데 기여하고자 한다. 이러한 연구결과는 우울증이 성인기 이전에 발생하여 만성으로 지속되는 경우가 많다는 점을 고려할 때, 우울을 예방하고 청소년기 자체의 건강한 발달을 지원하는 전략을 수립하는데 의미가 있을 것이다.

청소년 체험활동 참여시간이 삶의 목표를 매개로 진로정체감에 미치는 영향 : 가구소득에 따른 다집단 분석

정지현 전북대학교 일반대학원 2021 국내석사

The purpose of this study was to examine life goals as a mediating effect on the relationship between participation time in experiential activities and the vocational identity of third-grade middle school students. In addition, we examined the differences between groups depending on household income (low-income and non-low-income) in the relationships between participation time in experiential activities, vocational identity, and life goals. The research questions for this study were as follows. First, does participation in experiential activities and the presence of life goals affect vocational identity? Second, do life goals mediate the relationship between participation time in experiential activities and vocational identity? Third, is there any difference between the low-income group and the non low-income group in the relationships between adolescents' participation time in experiential activities, life goals, and vocational identity? To answer the above research questions, sixth-year data (2015) from the 2010 elementary school fourth-grade panels of the Korea Children Youth Panel Survey conducted by the National Youth Policy Institute were used, and a total of 1,777 subjects, excluding responses with missing values ​​for major variables, were adopted for the analysis. For data analysis, SPSS 22.0 and AMOS 23.0 were used, and the detailed analysis procedures was as follows. First, frequency analysis and descriptive statistical analysis were performed to understand the general characteristics of the study subjects, characteristics of the major variables, and normality. Second, a t-test was conducted to examine the differences in major variables according to income level (low-income and non-low-income), and a Pearson's correlation analysis was performed to examine the relationships between the major variables. Third, a structural equation model was used to analyze whether life goals mediated the relationship between participation time in experiential activities and vocational identity, and bootstrapping was performed to verify the significance of the indirect effect. Finally, a multi-group analysis was conducted to check whether there was a difference between the low-income group and non-low-income group when the adolescents' life goals had a mediating effect on the relationship between participation time in experiential activities and vocational identity. The main results of this study in relation to the research questions can be summarized as follows. First, it was found that participation time in experiential activities and the presence of life goals had a positive effect on vocational identity. In other words, it was reported that the more time adolescents spent on experiential activities and the clearer their life goals, the more stable their vocational identity developed. Second, it was shown that life goals had a statistically significant mediating effect in the relationship between adolescents' participation time in experiential activities and their vocational identity. The results of this study indicated that as the adolescents' participation time in experiential activities increased, their vocational identity developed more stably and, at the same time, had a positive effect on their life goals. Through this, their vocational identity developed more steadily. Third, it was uncovered that there was no significant difference in the path between groups in the relationship between participation time in experiential activities, life goals, and vocational identity. However, depending on income level, it was verified that the mediating model of life goals was different in the relationship between participation time in experiential activities and vocational identity. Specifically, in the case of the non-low-income group, all pathways were statistically significant, and life goals were found to partially mediate the relationship between participation time in experiential activities and vocational identity. On the other hand, in the case of the low-income group, it was found that the path of participation time in experiential activities to vocational identity was not statistically significant, and life goals completely mediated the relationship between participation time in experiential activities and vocational identity. Based on the research results, the main implications are as follows. First, unlike previous studies, this study is meaningful in that it considered participation time in experiential activities as important and vocational identity as closely related to time as well as experience. Second, this study constructed a theoretical model for the mediating effect of life goals in the relationship between adolescents' participation time in experiential activities and vocational identity, and verified the mediating effect of life goals in the relationship between variables. It is meaningful to look at both quantitative aspects such as participation time in experiential activities and qualitative aspects such as life goals when providing a program for adolescents' vocational identity, as this study revealed that both types of aspect should be considered. Third, in this study, the differences between groups could not be confirmed through the multi-group analysis, but in the case of low-income adolescents, it could be confirmed that life goals had a complete mediating effect. This means that the participation time in experiential activities should be emphasized more for adolescents from the low-income group, and this is meaningful in that it revealed the importance of a step-by-step process for forming the vocational identity of adolescents in the low-income group.

학교사회복지사와 청소년의 관계 인식유형 연구

이소임 전북대학교 일반대학원 2021 국내박사

Since the early nineties, the field of social work practice has focused on solving student problems that schools find difficult to deal with, so the relationship between school social workers and students has been stressful. School social workers often plan and carry out programs and perform administrative tasks alone, which sometimes results in them paying relatively less attention to their relationships with students. The importance of such relationships is undeniable in direct practice and case management. This study aimed to situate the concept of relationship in the field of social work practice and the research, and to study relationship types based on subjective perceptions of relationships. This leads us to practical strategies for building effective relationships between school social workers and youth through a focus on the relationships between them. To this end, this study applied the Q methodology suitable for analysis on subjective perceptions and a P sample of a total of 41 participants include 20 school social workers and 21 youths. From them, a Q sample of 22 statements was selected by using literature review and interviews were abstracted, and data were analyzed by using the QUANAL program. From the results of the analysis, this study could identify five types of perceptions on the relationship between school social workers and the youth: 'value-oriented ideal type', 'safety-oriented professional type', 'reciprocity-oriented intimate type', 'reality-oriented routine type', and 'counter-crisis type'. At first, type 1, 'value-oriented ideal type', consisted of people who perceived that the relationship between school social workers and the youth is associated with the achievement of mutual growth and the value of respect, through self-support of the youth. They had a view to developing relationships, and used key words and concepts such as ‘respect, youth-centered, spontaneous problem-solving and growth’. Type 2, 'safety-oriented professional type', consists of people who associated the relationship between school social workers and youth with safe and comfortable interactions outside of the academic structure, and professionalism for mutual help. They tended to perceive such relationships as a condition necessary for performing their main professional function as a helper, and used words such as ‘confidentiality, safety and comfortableness’. Type 3, 'reciprocity-oriented intimate type', consists of people who associated the relationship between school social workers and youth with mutual thinking or emotional exchange and intimacy formed from respect, empathy and belief. They tend to concentrate on mutual relation experiences by focusing on the relationship itself, rather than perceiving that the relationship is a condition required for a goal or functional performance, and used words such as ‘respect, empathy, belief and trust’ as key expressions. Type 4, 'reality-oriented routine type', consists of people who associated the relationship between school social workers and youth with routine meetings and communication. They tended to remain concerned with being in the present from where they made relations in daily life, working under many environmental restrictions. They used several words such as ‘routine empathy and dialogues’ as key expressions. Type 5, 'counter-crisis type', consists of people who associated the relationship between school social workers and youth with counter-crisis. They tend to perceive the relationship as a condition essential for providing professional help to cope with crisis, and used words such as ‘crisis, counter and trust’ as key expressions. By analyzing and discussing the types of perceptions on these relationships, this study suggested specific alternatives for effective relationships in the field of school social work practice. At first, both school social workers and youth need to have opportunities to specifically communicate expectations and goals about their interrelationship, and therefore, establish a common objective. For type 1, the value-oriented ideal type, they need to reflect on the meaning of confidentiality and develop rules for their interrelationship. In particular, school social workers need to make efforts for making the relationship contribute to achieving and accomplishing tasks for fulfilling the youth's needs or resolving their troubles, based on the safety. For type 2, the safety-oriented professional type, they should make efforts to actively make interrelations, beyond emotional exchange. In particular, school social workers should strive for building bonds with the youth through vigorous emotional involvement, since emotional bonds may become driving forces for fulfilling the youth's needs and solving their troubles. For type 3, the reciprocity-oriented intimate type, the process in which many restrictions derived from home and school environments must be examined and proper solutions discussed. For type 4, the reality-oriented routine type, they need to balance safety with intimacy, two aspects of the relationship, as the urgency of actual problems to be resolved may give rise to confusion in intimacy, safety and directions of the relationships. For type 5, counter-crisis type. In further studies, qualitative research examining deep experiences, categorized by the types of perceptions of relationships shown in this study, and quantitative research analyzing factors influencing the types of perceptions of relationships would be useful avenues for exploration.

지역아동센터 이용 아동의 부모-자녀관계가 아동의 심리사회적 적응에 미치는 영향 : - 지역아동센터 요인의 조절효과를 중심으로 -

박미정 전북대학교 일반대학원 2013 국내석사

본 연구는 지역아동센터 이용 아동의 부모-자녀관계와 지역아동센터 요인이 아동의 심리사회적 적응에 미치는 영향을 살펴보고자 하였다. 또한 지역아동센터 요인이 부모-자녀관계와 아동의 심리사회적 적응과의 관계를 조절하는지 검토하였다. 이를 위해 본 연구에서는 전라북도 내 지역아동센터 42개소의 초등학교 4학년에서 6학년 재학 중인 아동을 대상으로 설문조사를 실시하였으며, 433명이 설문에 응답하였고, 불성실하게 응답한 37부를 제외한 396부를 최종분석에 사용하였다. 본 연구에서 상정한 연구문제는 다음과 같다. 첫째, 부모-자녀관계와 지역아동센터 요인은 아동의 심리사회적 적응에 영향을 미치는가? 둘째, 지역아동센터 요인은 부모-자녀관계와 아동의 심리사회적 적응 관계를 조절하는가? 이다. 이상의 연구문제를 중심으로 연구결과를 요약하면 다음과 같다. 첫째, 부모-자녀관계와 지역아동센터 요인은 아동의 심리사회적 적응에 정적으로 유의미한 영향을 미치는 것으로 나타났다. 즉, 부모-자녀관계가 좋을수록, 지역아동센터 요인이 긍정적일수록, 아동의 심리사회적 적응정도가 높은 것으로 나타났다. 둘째, 지역아동센터 요인은 부모-자녀관계가 아동의 심리사회적 적응에 미치는 영향을 조절하는 변인인 것으로 확인되었다. 이는 지역아동센터 요인에 따라 부모-자녀관계가 아동의 심리사회적 적응에 미치는 영향이 달라짐을 의미하는데, 특히, 부모-자녀관계가 심리사회적 적응에 미치는 영향은 지역아동센터 요인이 클수록 더욱 확연해 지는 것으로 나타났으며, 지역아동센터 이용 아동의 부모-자녀관계가 아동의 심리사회적 적응에 미치는 영향을 지역아동센터 요인이 완충하는 것으로 나타났다. 또한 지역아동센터 요인을 환경요인과 관계요인으로 구분한 결과, 관계요인의 조절효과가 유의미한 것으로 나타났다. 이는 부모-자녀관계가 아동의 심리사회적 적응에 미치는 영향을 지역아동센터 교사 및 또래의 긍정적 관계가 완충한다는 것을 의미한다. 결론적으로 부모-자녀관계 및 지역아동센터 요인은 아동의 심리사회적 적응에 영향을 미치는 중요한 변인임을 확인할 수 있었으며, 부모-자녀관계가 아동의 심리사회적 적응에 미치는 영향을 지역아동센터 요인이 조절하는 것으로 확인되었다. 이상의 결과를 통해 본 연구는 아동의 심리사회적 적응을 위한 지역아동센터의 활성화 및 아동의 다양성을 고려한 개인, 가족, 환경에 대한 사회복지실천의 개입방법 등 실천적, 이론적 함의를 제시하였다.

소방공무원의 PTSD 관리를 위한 정책적 제안

고석봉 전북대학교 행정대학원 2016 국내석사

본 연구는 소방공무원 ptsd 관리를 위한 체계적이고 현실적인 정책방안을 제시하고자 한다. 이를 위해 어떤사항이 소방공무원에게 ptsd 발생에 영향을 살펴보고, 외국소방공무원의 ptsd 관리실태를 살펴보았다. 현재 우리나라 소방공무원의 ptsd 관리체계의 문제점과 이를 극복하기 위한 정책적 제안을 통해 소방공무원의 ptsd 관리를 위한 대안마련에 도움을 주고자 한다

개인요인과 환경요인이 청소년의 다문화수용성에 미치는 영향 : 공동체의식의 조절효과를 중심으로

유안나 전북대학교 일반대학원 2019 국내석사

As the multicultural society progresses, the importance of multicultural acceptance that understands and accepts multiculturalism is increasing. Especially, it is important to enhance the multicultural acceptance in adolescence, which forms a framework of cognition and thinking, and forms values ​​for multicultural acceptance. One of the ways to increase the multicultural acceptance is to examine the factors that affect multicultural acceptance. In this study, we tried to grasp the influential factors by dividing them into individual factors and environmental factors in order to grasp factors affecting multicultural acceptance. For this purpose, this study surveyed 400 high school students in Cheongju and used 362 students as a final analysis. SPSS 21 was used for the analysis, and t-test, ANOVA, correlation analysis and hierarchical multiple regression were performed. The result of the research is as follows. First, The proportion of female was higher than that of male, and the ratio of 16 years old was the most in age. Health was the most frequent case of health, and many responded that it was not a multicultural family. Parents' final education was most common when they graduated from university. Second, the t-test and ANOVA were conducted to examine the mean difference of the main variables according to the Sociological characteristics. As a result, depression had an influence on health, and resilience included gender, grade, It affected. Parenting attitude had an impact on health, and school adjustment had an effect on the average of grade, health, and father's final education. Health and family conditions affected the average in sense of community. Third, the correlation between the dependent variable and the main variable is as follows. The variables that have a positive correlation with multicultural acceptance are school adjustment, parenting attitude, resilience, and sense of community. Depressed variables are negatively correlated. This means that the higher the school adjustment, the higher parenting attitude, the higher the resilience, the higher the sense of community, the lower the depression, the higher the multicultural acceptance. Fourth, hierarchical multiple regression was conducted to examine the effects of individual factors, environmental factors, and sense of community on adolescents' multicultural acceptance. In the hierarchical multiple regression that examined the effects of individual factors on the multicultural acceptance of adolescents, it was found that resilience had a statistically significant positive effect on adolescents' multicultural acceptance. In the hierarchical multiple regression that examined the effects of environmental factors on the multicultural acceptance of adolescents, it was found that parenting attitude and school adjustment positively influenced adolescents' multicultural acceptance. In the hierarchical multiple regression that examined the effects of individual factors and environmental factors on the multicultural acceptance of adolescents, resilience, parenting attitude, and school adjustment had positive effects on adolescents' multicultural acceptance. This means that the higher the resilience, the positive parenting attitude, and the higher the school adjustment, the higher the multicultural acceptance. In the hierarchical multiple regression that examined the effect of sense of community on the multicultural acceptance, sense of community has a significant effect on the multicultural acceptance. Fifth, hierarchical multiple regression was conducted to verify the moderating effect of sense of community. As a result, sense of community positively controlled the relationship between resilience and multicultural acceptance. And the relationship between school adjustment and multicultural acceptance was positively controlled. This implies that the sense of community increases the impact of resilience on the multicultural acceptance and the effect of school adjustment on multicultural acceptance. This study has theoretical, practical and policy implications. The theoretical implications are as follows. This research is based on the contact theory and it shows the factors affecting the multicultural acceptance of adolescents and it is meaningful that they have prepared ways to increase the adolescents multicultural acceptance . This study also revealed the factors influencing the multicultural acceptance of adolescents based on acculturation theory. It is also meaningful that it provided measures to increase the adolescents multicultural acceptance. And this study revealed the importance of sense of community by examining the effects of sense of community on the multicultural acceptance and the moderating effect. And it is meaningful that we found the main variables that increase the multicultural acceptance as a moderating effect of sense of community. Practical implications are as follows. This study suggests the importance of multicultural acceptance of parents, friends, and teachers based on contact theory, and it is meaningful that it raised the necessity of intervention for parents, friends and teachers. In addition, since the sense of community of the adolescents affects the multicultural acceptance, it is meaningful that the adolescents of multicultural families and adolescents who are not multicultural families presented the program to experience together. This study is meaningful in that the multicultural acceptance of adolescents based on the acculturation theory suggested an experience program that can actually experience multiculturalism in that they learn and understand the culture of multicultural families. The policy implications are as follows. This study can be used as a reference for establishing multicultural policy by identifying the necessity of multicultural policies including both multicultural families and the general public based on the acculturation theory. In addition, this study referred to the importance of multicultural acceptance of parents, friends and teachers based on contact theory, and presented educational programs for parents, adolescents, and teachers at the school. And this study suggests problems of multicultural policy that is currently being implemented in Korea based on the acculturation theory, and it is meaningful that multicultural policy suggested a direction to go forward.

연변지역 조선족 조손가정 청소년의 학교적응유연성 : 누적 보호요인을 중심으로

박수영 전북대학교 일반대학원 2013 국내박사

The purpose of this study was to examine the cumulative protective factors‘ effect among the school resilience of Korean-chinese youth raised by grandparents in Yanbian Korean Autonomous Prefecture, China. This study explored the cumulative protective factors' effect and suggested various implications for social work services for those youths. Data were collected through the use of a survey questionnaire completed by 381 youths who raised by grandparents in Yanbian(Yanji, Longjing), China. Collected data were analyzed by employing the statistical package of the SPSS 19.0 version. This study included three main research questions to confirm the school resilience of Chinese-Korean youth raised by grandparents in Yanbian, China. First, how risk and protective factors affect school resilience of Chinese-Korean youth. Second, how cumulative protective factors affect school resilience of Chinese-Korean youth. Third, how the cumulative protective factors' effect is among the school resilience of Korean-chinese youth raised by grandparents in Yanbian, China. The major findings of this study were as follows: First, risk factors have direct negative effect on school resilience. On the contrary, the protective factors have direct positive effect on school resilience. Second, the cumulative protective factors have direct positive effect on school resilience too. Third, the cumulative protective factors have a moderating effect to the school resilience of Chinese-Korean youth raised by grandparents in Yanbian, China. As a result, the more the protective factors cumulates, the higher the youth school resilience. And when the risk increased, the cumulative protective factors' moderating effect has a great difference between those with more cumulative protective factors and those with less ones. And when the protective factors are more, the cumulative protective factors effect becomes more stronger and positive. However, no significant moderating effect was found in line with different levels of protective factors. Based on these findings, the research suggested some theoretical and practical implications for professionals' effective intervention in social work.

빈곤이 아동의 학교생활적응에 미치는 영향 : - 개인발달 및 발달환경의 매개효과 중심으로 -

김홍숙 전북대학교 일반대학원 2013 국내석사

This study investigated the effect of poverty on children's school adjustment with individual development and developmental environment serving as mediating variables. Specific research questions included the following: what effects poverty and individual development have on children's school life?; what effects poverty and developmental environment have on children's school life?; does individual development mediates the effect of poverty on children's school life?; does developmental environment mediates the effect of poverty on children's school life? In order to clarify the relationship between poverty and school adjustment with individual development and developmental environment as mediating variables, the present study used the data of 2,212 fourth-grade students from 2010 Korean Children Youth Panel Study (KCYPS). The data were analyzed suing Amos 21.0. The main findings from the study were as follows: First, examining the effects of poverty and individual development on children's school life, it was found that poverty generally has a negative effect on children's school life, but that children's school adjustment improves with higher level of individual factors such as physical activities, self-resilience, and study habits. Second, examining the effects of developmental environment on children's school life, it was found that developmental environment (composed of parent's child-rearing attitude, perception of local community, and mobile phone dependency) has a significant impact on children's school life. When examined focusing on positive child-rearing attitude, the study indicated that children's school adjustment is improved with parent's appropriate supervision, affection, and attitude equipped with reasonable explanation. In addition, children showed higher school adjustment with higher perception of local community as having safe and friendly neighborship, and lower dependency on mobile phones. Third, examining whether individual development mediates the effect of poverty on children's school adjustment, it was found that individual factors such as physical activity, self-resilience, and study habits have full mediates the negative effect of poverty on children's school adjustment. The direct effect of poverty on children's school adjustment was not significant, but the present study revealed that poverty has a negative effect on child's individual development and that the more positive a child's individual development factors are, the more these factors have positive effects on the child's school adjustment. Fourth, examining whether developmental environment mediates the effect of poverty on children's school adjustment, it was found that developmental environment factors such as parent's child-rearing attitude, perception of local community, and mobile phone dependency fully mediate the effect of poverty on children's school adjustment. The direct effect of poverty on children's school adjustment was not significant, but the present study showed that poverty has a positive effect on children's school adjustment with the mediation of developmental environment factors. It was found that the more positive a child's perception of his/her local community and the less a child's dependence on mobile phone, the better the child's school adjustment. In addition, it was found that children showed higher school adjustment with more positive perception on their local community and less dependency on mobile phones. Lastly, the present study is meaningful in that it comprehensively investigated the factors affecting school adjustment of children in poverty, encompassing both individual factors and developmental environment, and also provided the basis for concrete strategies for action targeting children in poverty.

환경요인과 청소년 사회참여의 관계에서 차별인식의 매개효과

전예빈 전북대학교 일반대학원 2022 국내석사

본 연구는 청소년의 사회참여에 차별인식을 매개하여 환경요인의 영향을 살펴보고, 이에 따른 청소년이 건강하게 성장하는데 도움이 되는 전략을 제시하는 데 목적이 있다. 이를 위해 한국청소년정책연구원에서 수행한 ‘2018 아동·청소년 인권실태조사’의 자료를 기초로 6,047명의 자료를 분석하였다. 분석결과, 첫째, 환경요인은 사회참여에 복합적인 영향을 미치는 것으로 확인되었고, 가정환경과 학교환경은 구조모형에서 두 영역은 사회참여에 부적 영향을, 지역사회환경은 정적 영향을 미치는 것으로 나타났다. 둘째, 환경요인은 차별인식을 매개로 사회참여에 복합적 영향을 미치는 것으로 확인되었고, 가정과 학교는 차별인식에 정적 영향을 미치고, 지역사회환경은 부적 영향을 주는 것으로 나타났다. 또한, 부트스트래핑을 통한 간접효과 검증 결과 사회참여에 부적 영향을 미쳤던 가정과 학교환경이 정적 간접효과를 보이는 것으로 나타났다. 이러한 복합적인 결과를 토대로 본 연구에서는 이론적, 정책적, 실천적 함의를 도출하고, 청소년의 사회참여를 증진 시키는 방안으로 차별인식을 기를 수 있는 환경을 마련할 수 있도록 하는 가정과 학교 그리고 지역사회 맞춤형 지원이 필요함을 제안하고자 한다. The objective of this study is to present the strategies helpful for the healthy growth of youths by examining the effects of environment factor on the youth social engagement through the mediation of the perception of discrimination. For this, this study analyzed the data of 6,047 people based on the data of ‘The Survey on the Current Status of Korean Children’s and Youth’s Rights 2018’ performed by the National Youth Policy Institute(NYPI). In the results of the analysis, first, the environment factor had complex effects on the social engagement. The family environment and school environment had negative effects on the social engagement in the structural model while the community environment had positive effects on it. Second, the environment factor had complex effects on the social engagement through the mediation of the perception of discrimination. The family and school had positive effects on the perception of discrimination while the community environment had negative effects on it. Also, in the results of verifying the indirect effects through the bootstrapping, the family and school environment that had negative effects on the social engagement showed the positive indirect effects. Based on such complex results, this study aims to suggest the necessity of customized support for family, school, and community to establish the environment for developing the perception of discrimination as the measures for enhancing the youth social engagement, by drawing the theoretical, policy-level, and practical implications.