The Effect of Attribution Tendencies of Multicultural Students in Specialized High Schools on Achievement Motivation and School Adaptation: Focusing on Specialized High Schools in Gimhae City, Gyeongsangnam-do

The purpose of this study is to investigate how their attribution tendencies affect achievement motivation and school adaptation for multicultural students in specialized high schools. The research questions set for this purpose are as follows. First, what is the attribution tendencies, motivation for achievement, and adaptation to school of multicultural students in specialized high schools? Second, how does attribution tendencies of multicultural students in specialized high schools affects achievement motivation and school adaptation? The subjects of this study were 62 multicultural students attending four specialized high schools in Gimhae, Gyeongsangnam-do, and the questionnaire used in previous studies was used. The collected data were analyzed using frequency analysis, descriptive statistics analysis, Carl Pearson&quots correlation analysis, and multiple regression analysis. The results of the study are as follows. Among the attribution tendencies of multicultural students, internal attribution was the highest, and external and chance attribution were high. Second, the stronger the tendencies for internal attribution, the higher the motivation for achievement. Third, the stronger the tendencies for internal attribution, the better the adaptation to school. Therefore, when teaching multicultural students in specialized high schools, teachers should focus on internal attribution. Since this study was conducted with a small sample, it is difficult to generalize the results. A follow-up study should be conducted with a larger group.