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Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/36322
DC FieldValueLanguage
dc.contributor.advisor劉小蘭zh_TW
dc.contributor.advisorLiu, Xiao- lanen_US
dc.contributor.author蘇莉婷zh_TW
dc.creator蘇莉婷zh_TW
dc.date2006en_US
dc.date.accessioned2009-09-18T10:00:43Z-
dc.date.available2009-09-18T10:00:43Z-
dc.date.issued2009-09-18T10:00:43Z-
dc.identifierG0094924009en_US
dc.identifier.urihttps://nccur.lib.nccu.edu.tw/handle/140.119/36322-
dc.description碩士zh_TW
dc.description國立政治大學zh_TW
dc.description臺灣研究英語碩士學位學程zh_TW
dc.description94924009zh_TW
dc.description95zh_TW
dc.description.abstractResearch concerning New Taiwanese issue is focused on New Taiwanese students’ family environment, academic achievement, school life adaptability, behavioral development in the past years. Although New Taiwanese adolescents will be an emerging population, there has no research that looks specifically at the identity development during early adolescence. There is considerable literature on school life; however, no of it addresses New Taiwanese psychological development. This study, informed by Erikson’s (1959) model of psychosocial development and Marcia’s (1966) four statuses of identity, compared ego- identity development in New Taiwanese junior high students to local Taiwanese junior high students. The purpose in the present study was to provide an approach to the investigation of identity formation among local Taiwanese and New Taiwanese junior high students. \r\n The hypothesis of this study is that there are differences in ego- identity development between local Taiwanese and New Taiwanese junior high students. Variations in identity status will be measured by administering the EOM-EIS- 2 (Adams & Bennion, 1989) and a demographic survey to junior high students from three different schools in Xindian City, Taipei County. The study also utilized the qualitative approach method to provide a sound basis for analyzing respondents’ experience and/ or perspectives by Marcia’s Identity Status Interview (ISI).\r\n Identity scores and distributions were examined for 550 (422 local Taiwanese, 128 New Taiwanese) junior high students. Results indicated that the significant difference in Foreclosure Identity between New Taiwanese and local Taiwanese was observed with local Taiwanese scoring higher. Local Taiwanese may therefore be more inclined to adopt their parents’ commitments to religious and political beliefs, occupational preferences, and philosophical lifestyles. Results also indicated that New Taiwanese were founded to be significantly more ideological diffused than their local Taiwanese peers. The environment for New Taiwanese was more constricted and less likely to provide room for the adolescent’s exploration and have not made decision regarding.\r\n Additionally, the present study revealed that 52% of the sample (245 participants including 196 local Taiwanese and 49 New Taiwanese junior high students) fell into one of the four discrete identity status categories, with 56% of this group classified as either diffused or foreclosed. Within these two less sophisticated statuses, New Taiwanese less frequently fell into Identity Foreclosed than local Taiwanese but more frequently fell into Identity Diffusion than local Taiwanese. To gain in- depth information of participants’ experience and/ or perspectives, 43 (32 local Taiwanese, 11 New Taiwanese) of the 245 participants were also assessed using Marcia’s Identity Status Interview (ISI). Although this finding highlights the differences ego- identity development during early adolescence among local Taiwanese and New Taiwanese junior high students, most of the identity developmental outcomes were the same between the two groups.zh_TW
dc.description.abstractResearch concerning New Taiwanese issue is focused on New Taiwanese students’ family environment, academic achievement, school life adaptability, behavioral development in the past years. Although New Taiwanese adolescents will be an emerging population, there has no research that looks specifically at the identity development during early adolescence. There is considerable literature on school life; however, no of it addresses New Taiwanese psychological development. This study, informed by Erikson’s (1959) model of psychosocial development and Marcia’s (1966) four statuses of identity, compared ego- identity development in New Taiwanese junior high students to local Taiwanese junior high students. The purpose in the present study was to provide an approach to the investigation of identity formation among local Taiwanese and New Taiwanese junior high students. \r\n The hypothesis of this study is that there are differences in ego- identity development between local Taiwanese and New Taiwanese junior high students. Variations in identity status will be measured by administering the EOM-EIS- 2 (Adams & Bennion, 1989) and a demographic survey to junior high students from three different schools in Xindian City, Taipei County. The study also utilized the qualitative approach method to provide a sound basis for analyzing respondents’ experience and/ or perspectives by Marcia’s Identity Status Interview (ISI).\r\n Identity scores and distributions were examined for 550 (422 local Taiwanese, 128 New Taiwanese) junior high students. Results indicated that the significant difference in Foreclosure Identity between New Taiwanese and local Taiwanese was observed with local Taiwanese scoring higher. Local Taiwanese may therefore be more inclined to adopt their parents’ commitments to religious and political beliefs, occupational preferences, and philosophical lifestyles. Results also indicated that New Taiwanese were founded to be significantly more ideological diffused than their local Taiwanese peers. The environment for New Taiwanese was more constricted and less likely to provide room for the adolescent’s exploration and have not made decision regarding.\r\n Additionally, the present study revealed that 52% of the sample (245 participants including 196 local Taiwanese and 49 New Taiwanese junior high students) fell into one of the four discrete identity status categories, with 56% of this group classified as either diffused or foreclosed. Within these two less sophisticated statuses, New Taiwanese less frequently fell into Identity Foreclosed than local Taiwanese but more frequently fell into Identity Diffusion than local Taiwanese. To gain in- depth information of participants’ experience and/ or perspectives, 43 (32 local Taiwanese, 11 New Taiwanese) of the 245 participants were also assessed using Marcia’s Identity Status Interview (ISI). Although this finding highlights the differences ego- identity development during early adolescence among local Taiwanese and New Taiwanese junior high students, most of the identity developmental outcomes were the same between the two groups.en_US
dc.description.tableofcontentsAbstract...............................................i \r\nTable of Contents......................................iii\r\nList of Tables.........................................vi\r\n1. INTRODUCTION.....................................1\r\n2. RATION OF THE RESEARCH...........................3\r\n2.1 Research Motivation................................3\r\n2.2 Research Question and Objects......................7\r\n2.3 Scope and Limitations..............................7\r\n2.3.1 Scope............................................7\r\n2.3.2 Limitations......................................8\r\n2.4 Definition of Terms................................8\r\n3. LITERATURE REVIEW................................9\r\n3.1 Historical Perspective.............................9\r\n3.1.1 The Phenomenon of Female Immigrants..............9\r\n3.1.2 The Increasing Trend of New Taiwanese............14\r\n3.2 Prior Research on New Taiwanese....................18\r\n3.3 Erikson’s Model of Psychosocial Development.......21\r\n3.4 Identity Development in Adolescence................26\r\n3.5 Marcia’s Ego- Identity Paradigm...................30\r\n3.6 Ego- Identity Development and New Taiwanese........35\r\n3.7 The Hypothesis of the Present Study................39\r\n4. METHODOLOGY......................................40\r\n4.1 Procedure..........................................40\r\n4.2 Participants.......................................42\r\n4.2.1 Questionnaire study..............................42\r\n4.2.2 Interviews.......................................44\r\n4.3 Instrument.........................................47\r\n4.3.1 The EOM- EIS- 2..................................47\r\n4.3.2 Translation of the EOM- EIS- 2 into Mandarin.....48\r\n4.3.3 ISI..............................................48\r\n5. RESULTS..........................................50\r\n5.1 Preliminary Analyses...............................50\r\n5.2 Hypothesis Testing.................................54\r\n5.2.1 Assessing Ego Identity Status Using the EOM- EIS- 2......................................................55\r\n5.2.2 Categorization of Local Taiwanese and New Taiwanese Students...............................................56\r\n5.2.3 Summary of Findings based on the EOM- EIS- 2.....59\r\n5.3 Interviews.........................................60\r\n5.3.1 Personal Background of New Taiwanese and Local Taiwanese..............................................60\r\n5.3.2 Identity Diffusion...............................65\r\n5.3.3 Identity Foreclosure.............................67\r\n5.3.4 Identity Moratorium..............................68\r\n5.3.5 Identity Achievement.............................70\r\n6. DISCUSSION.......................................72\r\n6.1 Identity Formation during Early Adolescence in Taiwan.................................................72\r\n6.2 Identity Formation and Family Interaction..........73\r\n6.2.1 Identity Foreclosed..............................75\r\n6.2.2 Identity Diffused................................78\r\n6.2.3 Interpersonal and Ideological Domain.............81\r\n6.2.4 A Continuous Process.............................81\r\n7. CONCLUSION.......................................83\r\n7.1 Summary of Findings Based on the Research Objectives.............................................83\r\n7.2 Implications for School Social Workers.............85\r\n7.3 Implications for Future Research...................88\r\nA. Extended Objective Measure of Ego Identity Status...99\r\nB. Identity Status Interview...........................106zh_TW
dc.language.isoen_US-
dc.source.urihttp://thesis.lib.nccu.edu.tw/record/#G0094924009en_US
dc.subjectego- identityen_US
dc.subjectNew Taiwaneseen_US
dc.titleTHE COMPARISON OF EGO- IDENTITY BETWEEN NEW TAIWANESE AND LOCAL TAIWANESE JUNIOR HIGH STUDENTS IN XINDIAN CITY TAIPEI COUNTYzh_TW
dc.titleTHE COMPARISON OF EGO- IDENTITY BETWEEN NEW TAIWANESE AND LOCAL TAIWANESE JUNIOR HIGH STUDENTS IN XINDIAN CITY TAIPEI COUNTYen_US
dc.typethesisen
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