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This study was aimed to compare and investigate the difference of academic self-concept and social self-concept between multicultural children and general children. The data were collected from a total of 285 multicultural children and 223 general children in elementary school, during three months from February 20, 2014 to May 20, 2014. Collected data were analyzed using t-test, Pearson correlation coefficients, and enter multiple regression with the SPSS 23.0 program. Multicultural children showed lower scores in academic and social self-concept, parents attachment, social support, and school life adaptation than general children. And their mental health level was lower than the general children. The study results were that academic self-concept of multicultural children was influenced by learning activity (β=.298), social maladaptation (β=-.218), communication (β=-.196), and confidence (β=.167), which explained for 42.4% of academic self-concept. Social self-concept of multicultural children was influenced by support from friend (β=.285), peer relation(β=.187), social maladaptation (β=-.172), and depression (β=-.139). which explained for 46.3% of social self-concept. Since the influence factors of academic and social self-concept of general children and multicultural children have a great power of explanation, they can be used for the intervention program enhancing self-concept for school aged children.

Comparison of Factors influencing Academic and Social self-concept between Multicultural and General children