東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Immigrant refugee adolescents: The r...

Ramzy, Laura M.

FindBook

Google Book

Amazon

博客來

Immigrant refugee adolescents: The relationships between peer connectedness, academic self-efficacy, educational barriers, parental monitoring, and school engagement.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Immigrant refugee adolescents: The relationships between peer connectedness, academic self-efficacy, educational barriers, parental monitoring, and school engagement./
作者:	Ramzy, Laura M.
面頁冊數:	168 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-03(E), Section: B.
Contained By:	Dissertation Abstracts International74-03B(E).
標題:	Psychology, Counseling. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3544914
ISBN:	9781267763488

Immigrant refugee adolescents: The relationships between peer connectedness, academic self-efficacy, educational barriers, parental monitoring, and school engagement.
Ramzy, Laura M.

Immigrant refugee adolescents: The relationships between peer connectedness, academic self-efficacy, educational barriers, parental monitoring, and school engagement. - 168 p.

Source: Dissertation Abstracts International, Volume: 74-03(E), Section: B.

Thesis (Ph.D.)--University of Oregon, 2012.

Adolescence can be a difficult time for youth, and several additional factors intensify the stress and risk associated with adolescence for refugee youth. Refugee adolescents, for example, often have to learn and speak different languages in different contexts, establish new peer relationships, and adjust to new cultural norms. It is important to understand how such cultural negotiations influence refugee youth's educational experiences because improved educational outcomes for youth are associated with improved health outcomes. The purpose of this study, therefore, was to explore the relationships between peer connectedness, parental monitoring, academic self-efficacy, educational barriers, and school engagement with a sample of refugee adolescents. Research hypotheses were tested using exploratory factor analysis and bivariate correlational, multiple regression, and MANOVA analyses. Data were collected from a sample of 120 refugee adolescent participants who were between 13-18 years old and arrived in the United States from Bhutan, Burma, Somalia, Congo, Ethiopia, Sudan, or Iraq. Refugee adolescent participants and their families were recruited from Ecumenical Refugee and Immigrant Services (ERIS) and the African Community Center (ACC), which are refugee resettlement agencies located in Denver, Colorado. Language interpreters were recruited to assist with communication during data collection. Study findings showed that (a) a significant amount of variance in academic self-efficacy was uniquely accounted for by participants' educational barriers, school engagement, and parental monitoring, (b) a significant amount of variance in educational barriers was uniquely accounted for by ethnically similar peer connectedness, ethnically dissimilar peer connectedness, academic self-efficacy, and school engagement, (c) peer connectedness and educational barriers were positively, rather than inversely, correlated, (d) a significant amount of variance in school engagement was accounted for by educational barriers and academic self-efficacy, and (e) group differences in the level of relationships between variables were found as a function of current geographic location. Research implications include re-evaluating the use of negatively-worded and confusing items within the measures and collaborating with community partners when working with vulnerable populations. Practice implications include involving parents to decrease educational barriers through collaboration and providing educational support to foster success within the school and community.

ISBN: 9781267763488Subjects--Topical Terms:

1669154
Psychology, Counseling.

Immigrant refugee adolescents: The relationships between peer connectedness, academic self-efficacy, educational barriers, parental monitoring, and school engagement.
LDR:03566nam a2200289 4500 001 1968422
005 20141210112825.5
008 150210s2012 ||||||||||||||||| ||eng d
020 $a 9781267763488
035 $a (MiAaPQ)AAI3544914
035 $a AAI3544914
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ramzy, Laura M. $3 2105577
245 1 0 $a Immigrant refugee adolescents: The relationships between peer connectedness, academic self-efficacy, educational barriers, parental monitoring, and school engagement.
300 $a 168 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-03(E), Section: B.
500 $a Adviser: Krista M. Chronister.
502 $a Thesis (Ph.D.)--University of Oregon, 2012.
520 $a Adolescence can be a difficult time for youth, and several additional factors intensify the stress and risk associated with adolescence for refugee youth. Refugee adolescents, for example, often have to learn and speak different languages in different contexts, establish new peer relationships, and adjust to new cultural norms. It is important to understand how such cultural negotiations influence refugee youth's educational experiences because improved educational outcomes for youth are associated with improved health outcomes. The purpose of this study, therefore, was to explore the relationships between peer connectedness, parental monitoring, academic self-efficacy, educational barriers, and school engagement with a sample of refugee adolescents. Research hypotheses were tested using exploratory factor analysis and bivariate correlational, multiple regression, and MANOVA analyses. Data were collected from a sample of 120 refugee adolescent participants who were between 13-18 years old and arrived in the United States from Bhutan, Burma, Somalia, Congo, Ethiopia, Sudan, or Iraq. Refugee adolescent participants and their families were recruited from Ecumenical Refugee and Immigrant Services (ERIS) and the African Community Center (ACC), which are refugee resettlement agencies located in Denver, Colorado. Language interpreters were recruited to assist with communication during data collection. Study findings showed that (a) a significant amount of variance in academic self-efficacy was uniquely accounted for by participants' educational barriers, school engagement, and parental monitoring, (b) a significant amount of variance in educational barriers was uniquely accounted for by ethnically similar peer connectedness, ethnically dissimilar peer connectedness, academic self-efficacy, and school engagement, (c) peer connectedness and educational barriers were positively, rather than inversely, correlated, (d) a significant amount of variance in school engagement was accounted for by educational barriers and academic self-efficacy, and (e) group differences in the level of relationships between variables were found as a function of current geographic location. Research implications include re-evaluating the use of negatively-worded and confusing items within the measures and collaborating with community partners when working with vulnerable populations. Practice implications include involving parents to decrease educational barriers through collaboration and providing educational support to foster success within the school and community.
590 $a School code: 0171.
650 4 $a Psychology, Counseling. $3 1669154
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Multilingual. $3 1669153
690 $a 0603
690 $a 0525
690 $a 0455
710 2 $a University of Oregon. $b Counseling Psychology and Human Services. $3 2105578
773 0 $t Dissertation Abstracts International $g 74-03B(E).
790 $a 0171
791 $a Ph.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3544914