The Self-identity of the Youth with an immigrant Mother from South-East Asia in Chunghua County

[[abstract]]本研究目的為探討彰化縣東南亞新移民子女之自我認同，並分析其影響自我認同因子。本研究以分層比例便利抽樣方法，選取就讀彰化縣國中及高中(職)之東南亞新移民子女作為調查對象，採「自我認同量表」、「文化同量表」、「學校友善環境量表」進行問卷調查，共得有效樣本235份。所得資料透過SPSS統計軟體，以描述性統計、獨立樣本t檢定、單因子變異數分析、Pearson積差相關、卡方等統計方法加以分析。 研究結果如下： 一、彰化縣東南亞新移民子女自我認同呈中上程度。自我認同量表以「文化認同」最高。 二、就讀國中之東南亞新移民子女學業認同較佳。 三、使用母語情形在自我認同各層面皆達到顯著水準，經常/偶爾使用大於不曾使用。 四、膚色滿意度和外表滿意度在自我認同皆達到顯著水準，滿意大於普通。 五、母親管教態在新移民子女自我認同達顯著差異，開明權威大於寬鬆放任者。 六、家庭對母親文化的接納程度在新移民子女的自我認同達顯著差異，良好者大於普通與排斥者。 七、對學校的認知經驗、學校的資源投入與自我認同擁有正向的關係。 根據上述結論，本研究對教師、教育行政單位以及未來研究者提出相關建議。[[abstract]]The purposeof this study is to investigate the self-identification of the youngsters with immigrant parents from South-East Asia in Chunghua County and to analyze the factors affecting their self-identification. By using proportional stratified and Convenience sampling, youngsters with immigrant from South-East Asia who studying in Chunghua’s junior high school, senior high school and vocational high school, were selected as the participants of the study. The questionnaires contains「Self-Identity Scale」、「Culture-Identity Scale」「School-Friendly environment Scale」. 235 effective samples were then collected. The collected data was analyzed and interpreted by means of SPSS, using descriptive statistics, t-test, one-way ANOVA, Pearson’s Product-Moment Correlation and The Chi Square Test. The major findings of the study are as follows: 1. The self-identification was noted above average by youngsters with immigrant parents from South-East Asia who lives in Chunghua. Meanwhile, the selection of “cultural identity” by the participants had the highest rate among the choices of the self-identification measuring scale. 2. Youngsters with immigrant parents from South-East Asia studying in junior high school had a better academic identification. 3. By using the native language, different perspective of self-identification showed significant achievement, proved by “frequent / occasional” use of mother language more than “never” using it. 4. Participants has much “satisfied” more than “ordinary” in the satisfaction of skin color and outward appearance in part of self-identification. 5. Participants agreed the type of teaching method by mother was “authoritative Parenting”more than “Permissive Parenting” 6. Participants has much “good” more than “ordinary/reject” in the situation of family’s adjustment in part of self-identification. 7. The cognitive experience and resources of school is positive correlated with self-identity. According to the above conclusion, the study brings forward the education administration units and the future researchers some recommendations.[[note]]碩