:::

詳目顯示

回上一頁
題名:性別、家庭資本與重要他人對新住民國中子女恆毅力影響之研究
作者:蕭美雯
作者(外文):Hsiao, Mei-Wen
校院名稱:國立暨南國際大學
系所名稱:教育政策與行政學系
指導教授:吳京玲
學位類別:博士
出版日期:2020
主題關鍵詞:恆毅力性別新住民子女家庭資本重要他人GritGenderNew Resident ChildrenFamily CapitalSignificant Others
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:1
本研究運用「臺灣學生學習成就評量2016年國中二年級資料庫」進行研究,研究目的旨在探究、瞭解不同母籍新住民國中子女家庭資本、重要他人與恆毅力之差異,並探究、瞭解性別、家庭資本、重要他人對不同母籍新住民國中子女恆毅力產生影響的可能關係。本研究透過統計軟體 IBM SPSS 23.0版,使用描述性統計、卡方與單因子變異數分析以及線性廻歸之統計方法,探討不同母籍新住民國中子女性別、家庭資本與重要他人的差異以及與恆毅力間的關係。研究發現東南亞母籍國中生面對的是經濟挑戰,大陸母籍國中生面對的是政治挑戰。而且相較於臺灣母籍國中生,新住民母籍國中生與虛擬同儕關係更為緊密。不過,國中生的恆毅力以及與教師間的關係,不因母籍而有所差異。最後老師和同儕,是影響國中生恆毅力的重要因素。本研究根據研究發現提出四個結論分別對學校教育行政人員、教學現場中的教師、新住民子女家庭父母以及關注恆毅力議題發展的研究人員提出建議。
This research uses the " Taiwan Assessment of Student Achievement 2016 Junior High School Second Grade Database" to explore and understand the differences of family capital, important others, and grit of middle school students in different mother countries, and the possible relationship of gender, family capital, and important others to the grit of students in different mother countries. This study uses statistical software IBM SPSS version 23.0, using descriptive statistics, chi-square and one-way variance analysis, and linear regression statistical methods to explore the differences and the relationship between grit of the gender, family capital, and important others of middle-aged students in different mother countries. This study found that middle-school students from Southeast Asian countries are facing economic challenges, while those from mainland China are facing political challenges. Moreover, compared with Taiwan’s mother country middle school students, the relationship between the new residents' mother country middle school students and their virtual peers is closer. However, the grit of middle school students and their relationship with teachers are not different due to their parental status. Finally, teachers and peers are important factors that affect the grit of middle school students. Based on the findings of the research, the study puts forward four conclusions to make recommendations for school education administrators, teachers in the teaching field, parents of new residents' children, and researchers who are concerned about the development of grit issues.
一、中文部分
王世英、溫明麗、謝雅惠、黃乃熒、黃嘉莉、陳玉娟、陳烘玉、曾尹彥、廖翊君
(2006)。我國新移民子女學習成就現況之研究。教育資料與研究雙月刊,
68,137-170。
王世英、溫明麗 (2006)。我國移民子女學習成就現況之研究。臺北:教育資料館。
王世英、溫明麗 (2007)。外籍配偶子女納入學校體系教育之課程與教學研究:
建構國民中學補救教學模式。臺北:教育資料館。
王振世、蔡清中(2008)。臺灣外籍配偶子女學習適應與學業成就之間的關係:
東南亞、大陸與本國籍配偶子女之比較。教育政策論壇,11(2),75-105。
王翊涵(2011),「我很辛苦,可是我不可憐!」東南亞新移民女性在臺生活的
優勢觀點分析。臺大社會工作學刊,23,93-135。
王如哲、曾建銘、郭工賓(2012)。新移民家庭子女學習表現與因應對策調查計畫。
內政部入出國及移民署委託計畫(編號:PG10012-0002)。執行期間:2011.10.01
-2012.12.31
內政部移民署(2011)。我國人與外籍人士結婚統計。移民署全球資訊網:
https://www.immigration.gov.tw/5385/7344/59452/102951/
內政部移民署(2020)。我國人與外籍人士結婚統計。移民署全球資訊網:
https://www.immigration.gov.tw/5382/5385/7344/7350/8887/?alias=settledown
江文雄 (1999)。師生關係重要法則。測驗與輔導,152,3159-3163。
朱柔若、孫碧霞(2010)。印尼與大陸配偶在台灣社會排除經驗之研究。教育
與社會研究,20,1-52
兒童福利聯盟(2012)。 2012 年兒童使用 3C 產品現況調查報告。 取自:
http://www.children.org.tw/old_site/news.php?id=2633
吳明燁 (1999)。近朱者赤﹖近墨者黑﹖:青少年初期同儕團體的形成與影響。
東吳社會學報。8,1-33。
吳清山 (2004)。外籍新娘子女教育問題及其因應策略。師友月刊,441,6-12
吳瓊洳 (2009)。新移民子女文化認同之研究─以雲林縣國中生為例。臺中教育
大學學報:教育類,23(2),187-204
李瑞金、張美智 (2004) 。從文化觀點探討東南亞外籍配偶在臺灣之生活適應。
社區發展季刊,150,101-108。
李鴻章、謝義勇(2007)。電腦遊戲對幼兒可能影響之分析及其引發之教育思考。
幼教研究彙刊,創刊號,101-115。
林生傳(1993)。 教育社會學 。高雄:復文。
林俊瑩、吳裕益 (2007)。家庭因素、學校因素對學生學業成就的影響─階層線性
模式的分析。教育研究集刊,53(4),107-144。
林碧芳 (2009)。從文化資本探討才藝學習對學習成就的影響。教育與社會研究,
17,111-134。
洪榮正 (2003)。展臂迎接外籍配偶子女。師友,438,72-74。
洪儷瑜(2009)。國小數學低成就學生之追蹤與亞型研究。國科會報告,
NSC 96-2511-S-003-010-MY2。
洪儷瑜 (2011)。如何面對弱勢學童的閱讀問題。臺北市立圖書館館訊,29(1),
11-24。
莫藜藜、賴珮玲 (2004a)。臺灣社會「少子化」與外籍配偶子女的問題初探。
社區發展,105,55-65。
莫藜藜、賴佩玲(2004b)。台灣社會「少子化」與外籍配偶在台灣之生活適應。
社區發展,105,159-175。
周新富 (2006)。家庭教育學—社會學取向。台北:五南。
周新富 (2008)。社會階級對子女學習成就的影響:以家庭資源為分析架構。
臺灣教育社會學研究,8(1),1–43。
孫清山、黃毅志(1996)。補習教育、文化資本與教育取得。臺灣社會學刊,19,
95-139。
教育部 (2016a)。立法院教育及文化委員會第九屆第二會期報告。教育部。
教育部 (2016b)。新住民教育揚才計畫。教育部。
教育部(2017)。教育統計簡訊。教育部統計處。第 78 號。
夏曉鵑(2000)。資本國際化下的國際婚姻――以臺灣的「外籍新娘」現象為例。
臺灣社會研究季刊,39,45〜92。
夏曉鵑(2018)。解構新自由主義全球化下的「第五大族群──新住民」論述。
載於:族群、國家治理、與新秩序的建構:新自由主義化下的族群性。第五章。
新北市 : 群學
單文經(1993)。在班級中營造多元文化教育環境的策略。(427-458)。多元文化
教育。台北:臺灣書店。
單文經 (1994)。班級經營策略研究(第三版)。台北:師大書苑。
陳奎憙 (1990)。教育社會學研究。臺北市:師大書苑。
陳惠玲 (2001)。網路同儕的型塑過程及對青少年次文化影響之探討。網路社會學
通訊期刊,17。
陳俞霖(2002)。網路同儕形塑及對青少年社會化影響之探討。資訊社會研究,3,
149-181。
陳毓文(2010),新移民家庭青少年子女生活適應狀況模式檢測。教育心理學報,
42(1), 29-52。
陳昭儀、林秋萍(2012)。資優生「良師引導方案」之實踐與應用。資優教育季刊,
124,1-9。
陳昭儀、李雪菱、楊尚容(2016)。新住民子女資優生「良師引導方案」之實踐歷程
及其影響情形。特殊教育研究學刊,41(3),99-127。
黃瑞琴 (1994)。人際關係的理論與實際。彰中學報,20,125-133。
黃厚銘(1999)。〈面具與人格認同--網路的人際關係〉,
http://cindy.cis.nctu.edu.tw/MUD/99/papers/ huang1. txt。
黃森泉、張雯雁(2003)。外籍新娘婚姻適應與子女教養問題之探討。社會科教育
研究,8 ,135-169。
黃俊豪、連延嘉(譯)(2004)。青少年心理學。(原著:Rice & Dolgin)。台北市:
學富。
張善楠、黃毅志(1999)。臺灣原漢族群、社區與家庭對學童教育的影響。載於
洪泉湖、吳學燕(主編),臺灣原住民教育(頁149-178)。臺北
張春興 (1989)。張氏心理學辭典。台北:東華。
張春興(2014)。教育心理學-三化取向的理論與實踐(重修二版)。台北市:
東華書局股份有限公司。
張芳全(2006a)。社經地位、文化資本與教育期望對學業成就影響之結構方程模式
檢定。測驗學刊,53(2),261-295。
張芳全 (2006b)。教育政策規劃。臺北市:心理。
張芳全等(2007)。新移民子女的教育。台北:心理。
張芳全、夏麗鳳 (2011)。新移民子女的人際關係與幸福感之研究。彰化師大教育
學報,20,:73-101。
張芳全、王平坤(2012)。新移民子女與非新移民子女的文化資本、閱讀動機與閱讀
行為之研究。臺中教育大學學報:教育類,26(1),55-89。
張芳全、王瀚 (2014)。新移民與非新移民子女的家庭社經地位、家庭文化資本與
家庭氣氛之縱貫性研究。教育研究與發展期刊,10 (3),57-94。
張芳全、張秀穗 (2017)。國中生英語學習成就因素之研究。臺中教育大學學報,
31(2),1-31。
張芳全(2017)。新移民子女教育的實證。臺北市:五南。
蔣為文(2013)。越南的明鄉人與華人移民的族群認同與本土化差異。台灣國際
研究季刊,9(4),87-114。
翟本瑞 (2011)。從社區、虛擬社區到社會網絡網站:社會理論的變遷。資訊
社會研究,21,1-31。
顏永森、胡學誠、柯天盛(2011)。數位學習注意力對學習成效影響之研究。
T&D 飛訊,112,1-21。
蘇建文 (1981)。兒童及青少年焦慮情緒之發展及其相關因素之研究。教育心理
學報,13,85-94。
蘇船利、黃毅志 (2009)。文化資本透過學校社會資本對臺東縣國二學生學業成績
之影響。教育研究集刊,55(3),99-129。
蘇金蟬、鄭維瑄 (2010)。新移民青少年子女的生活狀況與身心適應情形:相同或
差異?。社區發展季刊,130,73-84。
歐申談 (1993)。教師效能訓練。台北:新雨。
謝名娟,謝進昌 (2013)。本土與新移民子女學習表現差異之後設分析研究。教育
與心理研究,36(3),119-149。
羅國英 (1996) 。青少年前期的親子關係與同儕關係:其比較及關連研究。
行政院國科會專題研究計畫成果報告。計畫編號:NSC-85-2413-H-031-001-T。
台北:行政院國科會
葉勇助、羅家德(1999)。〈網上社會網絡研究〉,「第三屆資訊科技與社會轉型
研討會」,中央研究院。
魏美惠、莊淑媛 (2016)。滑世代幼兒使用3C產品及其行為表現與學習態度之
研究。資訊科學應用期刊,8(2),47-69。




二、英文部分
Alwin, D. F., & Thornton, A. (1984). Family origins and the schooling process: Early
versus late influence of parental characteristics. American Sociological Review,
49, 784-802.
Berk, L. E.(1997). Child Development. Boston: Allyn & Bacon.
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory
and research for the sociology of education (pp. 241-260). Connecticut: Greenwood.
Bowman, N. A., Hill, P. L.,Denson, N., & Bronkema, R.(2015).Keep on Truckin’ or Stay
the Course? Exploring Grit Dimensions as Differential Predictors of Educational
Achievement, Satisfaction, and Intentions. Social Psychological and Personality
Science,6(6),639-645. https://doi.org/10.1177/1948550615574300
Brown, B. B. (1990). Peer groups and peer culture. In S. S. Feldman & G. R. Elliott (Eds.),
At the threshold: The developing adolescent (pp. 171-196). Cambridge, MA:
Harvard University.
Buhrmester D.(1990).Intimacy of friendship, interpersonal and adjustment during
preadolescence and adolescence. Child Development, 61 , 1101-1111.
Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal
of Sociology, 94(supplement), s95-s120.
Cohen, G., Steele, C. M., & Ross, L. D. (1999). The mentor’s dilemma: Providing critical
feedback across the racial divide. Personality and Social Psychology Bulletin, 25,
1302–1318.
Cordes, C. & Miller, E. (2003). Fool’s gold: A critical look at computers in childhood.
Alliance for Childhood, Retrieved from http://files.eric.ed.gov/fulltext/ED445803.
pdf
Cross, T. M. (2013). Staying the course: Grit, academic success, and non-traditional
doctoral students (Doctoral dissertation). Retrieved from ProQuest Dissertations and
Theses database. (UMI No. 3587687)
Credé, M., Tynan M. C., Harms, P. D. (2017). Much ado about grit: A meta-analytic
synthesis of the grit literature. Journal of Personality and Social Psychology , 113(3) ,
492-511. doi: https://doi.org/10.1037/pspp0000102
DiMaggio, P. (1982). Cultural capital and school success: The impact of status culture
participation on the grades of U.S. high school students. American Sociological
Review, 47, 189-201.
Dworak, M., Schierl, T., Bruns, T., & Strüder, H. K. (2007). Impact of singular excessive
computer game and television exposure on sleep patterns and memory performance
of school-aged children. Pediatrics, 120, 978-985.
Datu, J. A. D., Yuen, M., Chen,G.(2017). Grit and determination: A review of literature
with implications for theory and research. Journal of psychologists and counsellors
in schools, 27 (2), 168-176. DOI: https://doi.org/10.1017/jgc.2016.2
Datu,J.A.D.,Yuen,M.,Chen ,G. (2018). Exploring Determination for Long- Term Goals
in a Collectivist Context: a Qualitative Study. Current Psychology, 37(1), 263–271.
De Graaf, N. D., De Graaf, P. M., & Kraaykamp, G. (2000). Parental cultural capital and
educational attainment in the Netherlands: A refinement of the cultural capital
prespective. Sociology of Education, 73(2), 92-111.
Dehyle, D. (1992). Constructing failure and maintaining cultural identity: Navajo and Ute
school leavers. Journal of American Indian Education, 25-46.
Dumais, S. A. (2002). Cultural capital, gender, and school success: The role of habitus.
Sociology of Education, 75, 44-68.
Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY, US:
Random House.
Duckworth, A. L. (2006). Intelligence is not enough: Non-IQ predictors of achievement.
(Doctoral dissertation). Available from ProQuest Dissertation and theses database.
(UMI No. AAI3211063)
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit:
Perseverance and passion for long-term goals. Journal Of Personality & Social
Psychology, 92(6), 1087-1101. http://dx.doi.org/10.1037/ 0022-3514.92.6.1087
Duckworth, A. L., Quinn, P. D., & Seligman M. E.P. (2009) Positive predictors of teacher
effectiveness . The Journal of Positive Psychology, 4(6), 540-547.
doi: https://doi.org/10.1080/17439760903157232
Duckworth, A. L., Kirby, T. A., Tsukayama, E., Berstein, H., and Ericsson, K. A. (2011).
Deliberate practice spells success why grittier competitors triumph at the National
Spelling Bee. Soc. Psychol. Personal. Sci. 2, 174–181.
doi: https://doi.org/10.1177/1948550610385872
Duckworth, A. L., (2016). Grit: The power of passion and perseverance. New York,
NY: Scribner.
Erikson, E. H., (1963). Childhood and society. NY:W. W. Norton & Company.
Erikson, E. H.(1969). Psychosocial theory of human development . New York:Norton.
Ericsson, K. A., Krampe, R. Th., & Tesch-Romer, C. (1993). The role of deliberate
practice in the acquisition of expert performance. Psychological Review, 100, 363
-406.
Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition.
American Psychologist, 49, 725–747.
Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D.
W., & Beechum, N. O. (2012). Teaching adolescents to become learners: The role
of non-cognitive factors in shaping school performance: A critical literature review.
The University of Chicago Consortium on Chicago School Research online.
Retrieved from http://ccsr.uchicago.edu/publications/teaching-adolescents- become-
learners-rolenoncognitive-factors-shaping-school.
Galton, F. (1892). Hereditary Genius: An inquiry into its laws and consequences. London,
UK: Macmillan.
Golden, L. M. (2007). The impact of refurbished in-home computers and Internet access
on student attitudes and achievement. Unpublished doctoral dissertation, University
of Pennsylvania, Philadelphia, PA. Retrieved from http://repository.upenn.edu/
dissertations/AAI3255854/
Gardner, M., Roth, J., & Brooks-Gunn, J. (2008). Adolescents' participation in organized
activities and developmental success 2 and 8 years after high school: Do sponsorship,
duration, and intensity matter? Developmental Psychology, 44, 814-830.
Gentile, D. A. (2009). Pathological video-game use among youth ages 8 to 18: A national
study. Psychological Science, 20, 594-602.
Guerrero L. R., Dudovitz R., Chung P. J., Dosanjh K. K. &Wong M. D. (2016). Grit: A
Potential Protective Factor Against Substance Use and Other Risk Behaviors Among
Latino Adolescents. Academic Pediatrics,16( 3), 275-281
Hoerr, T. R. (2012). Got grit? Educational Leadership, 69(6), 84-85. Retrieved from
http://www.ascd.org/publications/educational-leadership.aspx
Hedges, L. V. (1981). Distribution Theory for Glass's Estimator of Effect size and
Related Estimators. Journal of Educational Statistics, 6, 107-128.
https://doi.org/10.3102/10769986006002107
Ingoldsby, E. M., Shaw, D. S., Winslow, E., Schonberg, M., Gilliom, M.,& Criss, M. M.
(2006). Neighborhood disadvantage, parent-child conflict, neighborhood peer
relationships, and early antisocial behavior problem trajectories. Journal of
Abnormal Child Psychology, 34(3), 303-319.
Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and
research. Edina, MN: Interaction Book.
Katsillis, J., & Rubinson, R. (1990). Cultural capital, student achievement, and
educational reproduction: The case of Greece. American Sociological Review, 55,
270-279.
Ladd, G. W. (1989). Children’s social competence and social supports: Precursors of early
school adjustment? In B. H. Schneider, G. Attili, J. Nadel, & R. Weissberg (Eds),
Social competence in developmental perspective (pp. 277-291). Amsterdam:
Kluwer Academic Publishers.
Luthar, S. S. (2003). Resilience and vulnerability: Adaptation in the context of childhood
adversities. New York, NY: Cambridge University Press.
J Li, Y Zhao, F Kong, S Du, S Yang, S Wang (2018). Psychometric Assessment of the
Short Grit Scale Among Chinese Adolescents. Journal of Psychoeducational
Assessment, 36 (3), 291-296. DOI: https://doi.org/10.1177/0734282916674858
Mullis, I. V. S., Martin, M. O., Kennedy, A. M. & Pierre, F. (2007). PIRLS 2006
International Report: IEA’s Progress in International Reading Literacy Study In
Primary Schools in 40 Countries. TIMSS & PIRLS, International Study Center,
Chestnut Hill, MA: Boston College.
Maddi, S.R., Matthews, M.D., Kelly, D.R., Villarreal, B., & White, M., (2012). The role
of hardiness and grit in predicting performance and retention of USMA cadets.
Military Psychology, 24, 19-28.
Moore, M. G. (1989). Three types of interaction. The American Journal of Distance
Education, 3(2), 1-6.

Nurius, P. S., Prince, D. M., & Rocha, A. (2015). Cumulative disadvantage and youth
well-being: A multi-domain examination with life course implications. Child and
Adolescent Social Work Journal, 32(6), 567-576.
Opdenakker, M., Maulana, R., & Den-Brok, P. (2012). Teacher-student interpersonal
relationships and academic motivation within one school year: Developmental
changes and linkage. School Effectiveness & School Improvement, 23(1), 95-119.
Rice, F. P., & Dolgin, K. G. (2002). The adolescent: development, relationships, and
culture. Boston: Allyn and Bacon.
Sullivan, H. S. (1953). The interpersonal theory of psychiatry. W W Norton & Co.
Strayer, F. F. (1980). Child ethology and the study of preschool social relations. In H.
C Foot, A. J. Chapman, & J. R. Smith (Eds.), Friendship and social relationsin in
children (pp. 235-265). New York: Wiley.
Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal
schooling: transition to university in Japan. American Journal of Sociology, 97,
1639-1657.
Strayhorn, T. L. (2013). Measuring race and gender differences in undergraduate students’
perceptions of campus climate and intentions to leave college: An analysis in black
and white. Journal of Student Affairs Research and Practice, 50, 115-132.
doi: https://doi.org/10.1515/jsarp-2013-0010
Tovar-García,E.D. ( 2017). The impact of perseverance and passion for long term goals
(GRIT) on educational achievements of migrant children: Evidence from Tatarstan,
Russia. Psicología Educativa, 23(1), 19-27.
Wellman, B J. Boase, and W. Chen (2002). The Networked Nature of Community: Online
and Offline. IT & Society, 2002. 1.1 ,151-165. [Online]. Available:
http://www.chass.utoronto.ca/~wellman/publications/index.html.
Weisskirch, R. S. (2019). Grit Applied Within: Identity and Well-being. Identity, 19(2),
1-11. DOI: https://doi.org/10.1080/15283488.2019.1604345
Young K.S.(1997).What makes the Internet addictive:Potential explanations for
pathological Internet use. https://www.healthyplace.com/addictions/ center-for-
internet-addiction-recovery/what-makes-the-internet-addictive- potencial

 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top