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題名 新住民青少年族群認同模式之建構與驗證
Construction and Verification of New Inhabitant Adolescents Ethnic Identity Modeling作者 陳昺菎
Chen, Bing Kuen貢獻者 胡悅倫
Hu, Yueh Luen
陳昺菎
Chen, Bing Kuen關鍵詞 新住民青少年
族群認同
自尊
學業成就
風險行為
主觀幸福感
new inhabitant adolescents
ethnic identity
self-esteem
academic achievement
risk behavior
subjective well-being日期 2015 上傳時間 2-十一月-2015 14:56:51 (UTC+8) 摘要 本研究旨在建構｢新住民青少年族群認同模式」，並了解新住民青少年族群認同、自尊與學業成就（風險行為或主觀幸福感）之關係，並驗證模式。再則，檢視自尊對學業成就、風險行為及主觀幸福感之中介效應。本研究以問卷調查法為主，研究工具為｢新住民青少年族群認同調查問卷｣。資料蒐集的對象分為北、中、南、東等四區，全國共發出問卷657份，回收問卷616份，有效問卷545份，進行資料分析。依據資料分析的結果，本研究之主要結論：一、新住民女性青少年在族群認同探索較高於男性；小康家庭青少年在整體族群認同感較高於清寒、貧窮家庭青少年。二、新住民青少年族群認同感與自尊呈正相關；族群認同感與學業成就呈正相關；自尊與學業成就呈正相關；族群認同感與風險行為呈負相關；自尊與風險行為呈負相關；族群認同感與主觀幸福感呈正相關；自尊與主觀幸福感呈正相關。三、族群認同透過自尊做為中介變數，對學業成就產生影響；族群認同透過自尊做為中介變數，對風險行為產生影響；族群認同透過自尊做為中介變數，對主觀幸福感產生影響。四、本研究依據理論所建立之｢新住民青少年族群認同模式」能夠獲得實證資料的支持。
The primary objective of this research is to establish a model for new inhabitant adolescents ethnic identity. In addition this study also seeks to understand the correlation of ethnic identity, self-esteem, and academic achievement(risk behavior or subjective well-being), this model was verified. Furthermore, additional support or the proposed model is accompished through the examination, while mediation effect of self-esteem on the adolescents academic achievemen, risk behavior, subjective well-being was verified. This research adopted the survey method for data collection. A total of 657 survey were disributed to potential subjectives within the Northern, Central, Southern, and East part of Taiwan. A total of 616 surveys returned were collected, within 545 valid surveys were used for the data analysis. Result of the research are as follows: 1. New female inhabitant adolescents enjoy high level of the exploration of ethnic identity in comparison to new male inhabitant adolescents, and a well-off family enjoy high level the poor family,enjoy high level the poverty family for overall ethnic identity. 2. Adolescents’ ethnic identity and self-esteem have positive correlation, ethnic identity and academic achievemen have positive correlation, self-esteem and academic achievemen have positive correlation, ethnic identity and risk behavior have negative correlation, self-esteem and risk behavior have negative correlation, ethnic identity and subjective well-being have positive correlation, self-esteem and subjective well-being have positive correlation.3. Ethnic identity is found to act as the mediating variables for self-esteem influencing the new inhabitant adolescents academic achievement, influencing the new inhabitant adolescents risk behavior, and influencing the new inhabitant adolescents subjective well-being.4. 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國立政治大學
教育研究所
100152513資料來源 http://thesis.lib.nccu.edu.tw/record/#G1001525131 資料類型 thesis dc.contributor.advisor 胡悅倫 zh_TW dc.contributor.advisor Hu, Yueh Luen en_US dc.contributor.author (作者) 陳昺菎 zh_TW dc.contributor.author (作者) Chen, Bing Kuen en_US dc.creator (作者) 陳昺菎 zh_TW dc.creator (作者) Chen, Bing Kuen en_US dc.date (日期) 2015 en_US dc.date.accessioned 2-十一月-2015 14:56:51 (UTC+8) - dc.date.available 2-十一月-2015 14:56:51 (UTC+8) - dc.date.issued (上傳時間) 2-十一月-2015 14:56:51 (UTC+8) - dc.identifier (其他 識別碼) G1001525131 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/79243 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育研究所 zh_TW dc.description (描述) 100152513 zh_TW dc.description.abstract (摘要) 本研究旨在建構｢新住民青少年族群認同模式」，並了解新住民青少年族群認同、自尊與學業成就（風險行為或主觀幸福感）之關係，並驗證模式。再則，檢視自尊對學業成就、風險行為及主觀幸福感之中介效應。本研究以問卷調查法為主，研究工具為｢新住民青少年族群認同調查問卷｣。資料蒐集的對象分為北、中、南、東等四區，全國共發出問卷657份，回收問卷616份，有效問卷545份，進行資料分析。依據資料分析的結果，本研究之主要結論：一、新住民女性青少年在族群認同探索較高於男性；小康家庭青少年在整體族群認同感較高於清寒、貧窮家庭青少年。二、新住民青少年族群認同感與自尊呈正相關；族群認同感與學業成就呈正相關；自尊與學業成就呈正相關；族群認同感與風險行為呈負相關；自尊與風險行為呈負相關；族群認同感與主觀幸福感呈正相關；自尊與主觀幸福感呈正相關。三、族群認同透過自尊做為中介變數，對學業成就產生影響；族群認同透過自尊做為中介變數，對風險行為產生影響；族群認同透過自尊做為中介變數，對主觀幸福感產生影響。四、本研究依據理論所建立之｢新住民青少年族群認同模式」能夠獲得實證資料的支持。 zh_TW dc.description.abstract (摘要) The primary objective of this research is to establish a model for new inhabitant adolescents ethnic identity. In addition this study also seeks to understand the correlation of ethnic identity, self-esteem, and academic achievement(risk behavior or subjective well-being), this model was verified. Furthermore, additional support or the proposed model is accompished through the examination, while mediation effect of self-esteem on the adolescents academic achievemen, risk behavior, subjective well-being was verified. This research adopted the survey method for data collection. A total of 657 survey were disributed to potential subjectives within the Northern, Central, Southern, and East part of Taiwan. A total of 616 surveys returned were collected, within 545 valid surveys were used for the data analysis. Result of the research are as follows: 1. New female inhabitant adolescents enjoy high level of the exploration of ethnic identity in comparison to new male inhabitant adolescents, and a well-off family enjoy high level the poor family,enjoy high level the poverty family for overall ethnic identity. 2. Adolescents’ ethnic identity and self-esteem have positive correlation, ethnic identity and academic achievemen have positive correlation, self-esteem and academic achievemen have positive correlation, ethnic identity and risk behavior have negative correlation, self-esteem and risk behavior have negative correlation, ethnic identity and subjective well-being have positive correlation, self-esteem and subjective well-being have positive correlation.3. Ethnic identity is found to act as the mediating variables for self-esteem influencing the new inhabitant adolescents academic achievement, influencing the new inhabitant adolescents risk behavior, and influencing the new inhabitant adolescents subjective well-being.4. Empirical data confirms the proposal model for New Inhabitant Adolescents Ethnic Identity. en_US dc.description.tableofcontents 第一章 緒論第一節 研究背景、動機與目的…………………………………1第二節 研究問題…………………………………………………11第三節 名詞釋義…………………………………………………12第四節 研究方法與步驟…………………………………………14第五節 研究範圍與限制…………………………………………17第二章 文獻探討第一節 青少年自我認同理論……………………………………19第二節 族群認同的意涵、理論、測量及相關研究……………22第三節 自尊的意涵及相關研究…………………………………55第四節 學業成就的意涵及相關研究……………………………62第五節 風險行為的意涵及相關研究……………………………66第六節 主觀幸福感的意涵及相關研究…………………………72第三章 研究設計與實施第一節 研究架構與假設…………………………………………81第二節 研究對象…………………………………………………84第三節 研究工具…………………………………………………89第四節 實施程序…………………………………………………109第五節 資料分析與統計方法……………………………………111第四章 研究結果與討論第一節 各研究變項之描述統計…………………………………119第二節 背景變項在族群認同上的差異情形……………………122第三節 族群認同測量模式與中介效果檢驗……………………129第四節 族群認同結構模式檢驗…………………………………157第五章 結論與建議第一節 主要研究發現……………………………………………187第二節 結論………………………………………………………190第三節 建議………………………………………………………192參考文獻中文部分……………………………………………………………199英文部分……………………………………………………………210附錄附錄一 施測樣本學校與相關資料………………………………233附錄二 新住民青少年族群認同研究調查預試問卷初稿………237附錄三 預試問卷初稿學者專家審查意見彙整…………………247附錄四 新住民青少年族群認同研究調查預試問卷………………253附錄五 新住民青少年族群認同研究調查問卷…………………257表 目 次表3-1 正式問卷施測樣本分佈統計…………………………………85表3-2 新住民與非新住民青少年基本背景次數分配………………87表3-3 內容效度檢驗之專家名單……………………………………90表3-4 族群認同各題項之項目分析結果……………………………93表3-5 預試問卷族群認同量表因素分析各因素涵蓋之題數及因素負荷量……………………………………………………………..……94表3-6 自尊各題項之項目分析結果………………………..…..……97表3-7 預試問卷自尊量表因素分析各因素涵蓋之題數及因素負荷量…………………………………………………………..…………98表3-8 學業成就各題項之項目分析結果 …………………………101表3-9 風險行為各題項之項目分析結果 …………………………103表3-10 預試問卷風險行為量表因素分析各因素涵蓋之題數及因素負荷量………………………………104表3-11 主觀幸福感各題項之項目分析結果………...……………106表3-12 預試問卷主觀幸福感量表因素分析各因素涵蓋之題數及因素負荷量………………………………107表4-1 新住民青少年樣本各變項之描述統計………………….…121表4-2 不同性別的新住民青少年在族群認同及各向度之t檢定..122表4-3 不同年級的新住民青少年在族群認同及各向度之變異數分析 及事後比較…………………………………………………………123表4-4 不同母親原生國的新住民青少年在族群認同及各向度之變異數分析及事後比較…………………………………………………124表4-5 不同家庭經濟狀況的新住民青少年在族群認同及各向度之變 異數分析及事後比較………………………………………………126表4-6 新住民青少年族群認同、自尊與學業成就的觀察變項之描 述統計與相關係數矩陣……………………………………………130表4-7 新住民青少年族群認同、自尊與風險行為的觀察變項之描 述統計與相關係數矩陣……………………………………………131表4-8 新住民青少年族群認同、自尊與主觀幸福感的觀察變項之 描述統計與相關係數矩陣…………………………………………132表4-9 新住民青少年族群認同之測量模式的潛在變項間之相關係數矩陣………………………………………………………………133表4-10 族群認同、自尊與學業成就測量模型之驗證因素性因素分 析適配度指標摘要…………………………………………………135表4-11 族群認同、自尊與學業成就測量模型之驗證因素性因素分 析標準化參數估計值摘要…………………………………………136表4-12 族群認同、自尊與學業成就等潛在變項因素相關………137表4-13 族群認同、自尊與風險行為測量模型之驗證因素性因素分 析適配度指標摘要…………………………………………………138表4-14 族群認同、自尊與風險行為測量模型之驗證因素性因素分 析標準化參數估計值摘要…………………………………………139表4-15 族群認同、自尊與風險行為等潛在變項因素相關………139表4-16 族群認同、自尊與主觀幸福感測量模型之驗證因素性因素 分析適配度指標摘要………………………………………………141表4-17 族群認同、自尊與主觀幸福感測量模型之驗證因素性因素 分析標準化參數估計值摘要………………………………………142表4-18 族群認同、自尊與主觀幸福感等潛在變項因素相關……142表4-19 自尊對族群認同與學業成就之路徑分析模式標準化參數估計值摘要表…………………………………………………………145表4-20 自尊對族群認同與學業成就之中介效果檢定摘要表……146表4-21 自尊對族群認同與風險行為之路徑分析模式標準化參數估計值摘要表…………………………………………………………148表4-22 自尊對族群認同與風險行為之中介效果檢定摘要表……149表4-23 自尊對族群認同與主觀幸福感之路徑分析模式標準化參數估計值摘要表………………………………………………………150表4-24 自尊對族群認同與主觀幸福感之中介效果檢定摘要……152表4-25 各模式測量模型之適配度指標摘要………………………155表4-26 各模式測量模型之組合信度與平均變異抽取量摘要……156表4-27 理論模式(族群認同、自尊與學業成就之結構模式)參數估計顯著性考驗摘要…………………………………………………159表4-28 新住民青少年族群認同、自尊與學業成就之結構模式適配指標摘要………………………………………………………………161表4-29 新住民青少年族群認同、自尊與學業成就之結構模式各因 素間之效果分析……………………………………………………164表4-30 理論模式(族群認同、自尊與風險行為之結構模式)參數估計顯著性考驗摘要…………………………………………………166表4-31 新住民青少年族群認同、自尊與風險行為之測量模式與結 構模式適配指標摘要………………………………………………168表4-32 新住民青少年族群認同、自尊與風險行為之結構模式各因 素間之效果分析……………………………………………………171表4-33 理論模式(族群認同、自尊與主觀幸福感之結構模式)參數 估計顯著性考驗摘要………………………………………………173表4-34 新住民青少年族群認同、自尊與主觀幸福感之測量模式與結構模式適配指標摘要……………………………………………176表4-35 新住民青少年族群認同、自尊與主觀幸福感之結構模式各因素間之效果分析…………………………………………………179表4-36 新住民青少族群認同、自尊、藝能成績與暴力衝突之相關係數矩陣………………………………………………………………185圖 目 次圖3-1 本研究之假設模型架構………………………………………82圖3-2 新住民青少年族群認同模式假設模式路徑圖 ……………114圖4-1 族群認同、自尊與學業成就測量模型之驗證因素性因素分 析標準化參數估計值………………………………………………135圖4-2 族群認同、自尊與風險行為測量模型之驗證因素性因素分 析標準化參數估計值………………………………………………138圖4-3 族群認同、自尊與主觀幸福感測量模型之驗證因素性因素分 析標準化參數估計值………………………………………………140圖4-4 自尊對族群認同與學業成就之三個中介效果模型……..…144圖4-5 自尊對族群認同與學業成就之路徑分析模式標準化參數估計 值……………………………………………………………………145圖4-6 自尊對族群認同與風險行為之三個中介效果模型……..…147圖4-7 自尊對族群認同與風險行為之路徑分析模式標準化參數估計 值……………………………………………………………………148圖4-8 自尊對族群認同與主觀幸福感之三個中介效果模型…..…150圖4-9 自尊對族群認同與主觀幸福感之路徑分析模式標準化參數估 計值…………………………………………………………………151圖4-10 族群認同、自尊與學業成就之結構模式標準化參數估計 值……………………………………………………………………158圖4-11 族群認同、自尊與風險行為之結構模式標準化參數估計 值……………………………………………………………………165圖4-12 族群認同、自尊與主觀幸福感之結構模式標準化參數估計 值……………………………………………………………………172圖4-13 新住民青少年族群認同最終模式非標準化參數估計……183圖4-14 新住民青少年族群認同最終模式標準化參數估計………184 zh_TW dc.format.extent 2272045 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1001525131 en_US dc.subject (關鍵詞) 新住民青少年 zh_TW dc.subject (關鍵詞) 族群認同 zh_TW dc.subject (關鍵詞) 自尊 zh_TW dc.subject (關鍵詞) 學業成就 zh_TW dc.subject (關鍵詞) 風險行為 zh_TW dc.subject (關鍵詞) 主觀幸福感 zh_TW dc.subject (關鍵詞) new inhabitant adolescents en_US dc.subject (關鍵詞) ethnic identity en_US dc.subject (關鍵詞) self-esteem en_US dc.subject (關鍵詞) academic achievement en_US dc.subject (關鍵詞) risk behavior en_US dc.subject (關鍵詞) subjective well-being en_US dc.title (題名) 新住民青少年族群認同模式之建構與驗證 zh_TW dc.title (題名) Construction and Verification of New Inhabitant Adolescents Ethnic Identity Modeling en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) 中文部分王世英、溫明麗(2006)。我國移民子女學習成就現況之研究。臺北市：教育資料館。王財印(2000)。國民中學學生情緒智力、生活適應與學業成就關係之研究(未出版博士論文)。 國立高雄師範大學，高雄市。古慧貞(2004)。原住民與漢族大學生個人背景與校園互動經驗對其族群認同發展之影響－以國立臺東大學私立輔仁大學為例(未出版碩士論文)。國立臺灣師範大學，臺北市。石培欣(2000)。國民中學學生家庭環境、同儕關係與學業成就之相關研究(未出版碩士論文)。國立高雄師範大學，高雄市。江宜樺(1998)。自由主義、民族主義與國家認同。臺北市：揚智文化。江宜樺(2001)。新國家運動下的臺灣認同。收錄於林佳龍、鄭永年，民族主義與兩岸關係。臺北市：新自然主義。何美瑤(2001)。國中生家庭結構、學業成就與偏差行為之研究(未出版碩士論文)。國立高雄師範大學，高雄市。卓石能(2002)。都市原住民學童族群認同與其自我概念生活適應之關係研究(未出版碩士論文)。屏東教育大學，屏東縣。李國基(2008)。東南亞外籍配偶子女雙族裔認同之研究(未出版博士論文)。國立屏東教育大學，屏東縣。李春慧(2004)。花蓮縣萬榮鄉布農族學生族群認同階段性發展之研究(未出版碩士論文)。慈濟大學，花蓮縣。余民寧(1987)。考試焦慮、成就動機、學習習慣與學業成績之研究(未出版碩士論文)。國立政治大學，臺北市。余民寧(2006)。潛在變項模式：SIMPLIS的應用。臺北市：高等教育。邱皓政(2010)。量化研究與統計分析：SPSS(PASW)資料分析範例解析(五版)。臺北市：五南。邱皓政(2011)。結構方程模式：LISREL與SIMPLIS的原理與應用(二)。臺北市：雙葉。吳天堂(2005)。南投縣國中原住民學生族群認同、自尊與生命價值觀相關研究(未出版碩士論文)。南華大學，嘉義縣。吳天泰(1998)。原住民教育概論。臺北市：五南。吳明隆(2006)。SPSS 統計應用學習實務：問卷分析與應用統計。臺北市：知城數位科技。吳明隆(2009)。結構方程模式—AMOS的操作與應用(第二版)。臺北市：五南。吳清山、林天祐(2005)。外籍配偶。教育研究，135，156。吳佩青(2009)。外籍配偶國中子女族群認同與自尊之相關研究(未出版碩士論文)。中國文化大學，臺北市。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，23(2)，187-204。吳瓊洳、蔡明昌(2009)。新移民子女文化認同與學校適應關係之研究 -以雲林縣就讀國中階段之新移民子女為例。屏東教育大學學報，33，459-488。凌平(2001)。原住民國小學童族群認同與生活適應之相關研究—以屏東地區為例(未出版碩士論文)。屏東師範學院，屏東縣。林杏足(2003)。青少年自尊量表編製報告。測驗學刊，50(2)，223-256。林郁君(1997)。學業與自我概念之關係：以日本與台灣為例(未出版碩士論文)。高雄醫學院，高雄市。林淑惠、黃韞臻(2008)。高中職學生學校生活與主觀幸福感關係之研究。輔導與諮商學報，30(2)，83-106。林瑞榮(2003)。國小社會課程評鑑計畫。載於國小課程的理論與實際，頁85-123。臺南市：供學。林彩岫（2006）。新移民子女教育－多元文化教育的討論。載於新移民子女教育學術研討會論文集（頁23-35）。國立臺中教育大學教育學系暨課程與教學研究所主辦。周心怡(2003)。拔靴法(Bootstrap)之探討及其應用(未出版碩士論文)。國立中央大學，桃園市。周新富(2006)。家庭教育學-社會學取向。臺北市：五南。周新富(2013)。教育社會學。臺北市：五南。周維倫(2008)。臺北市兩所國中學生身體意象、重要他人情感關係與自尊之縱貫性研究(未出版碩士論文) 。國立臺灣師範大學，臺北市。許文忠(1999)。山地布農族學童族群認同與自尊之研究(未出版碩士論文)。臺北市師範學院，臺北市。許舒雅(2008)。桃園區高中生獨生子女的親子三角關係、同儕關係與心理健康之關聯性研究(未出版碩士論文)。中原大學，桃園市。陸洛、吳珮瑀、施建彬、高旭繁、翁崇修、陳欣宏譯(2006)。Duane P. 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