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

SELF-ESTEEM OF IMMIGRANT MONOLINGUAL...

KOU, TERESA.

FindBook

Google Book

Amazon

博客來

SELF-ESTEEM OF IMMIGRANT MONOLINGUAL CHINESE AND BILINGUAL CHINESE-ENGLISH SPEAKING CHILDREN.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	SELF-ESTEEM OF IMMIGRANT MONOLINGUAL CHINESE AND BILINGUAL CHINESE-ENGLISH SPEAKING CHILDREN./
作者:	KOU, TERESA.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1982,
面頁冊數:	149 p.
附註:	Source: Dissertation Abstracts International, Volume: 43-06, Section: A, page: 1863.
Contained By:	Dissertation Abstracts International43-06A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8226773

SELF-ESTEEM OF IMMIGRANT MONOLINGUAL CHINESE AND BILINGUAL CHINESE-ENGLISH SPEAKING CHILDREN.
KOU, TERESA.

SELF-ESTEEM OF IMMIGRANT MONOLINGUAL CHINESE AND BILINGUAL CHINESE-ENGLISH SPEAKING CHILDREN. - Ann Arbor : ProQuest Dissertations & Theses, 1982 - 149 p.

Source: Dissertation Abstracts International, Volume: 43-06, Section: A, page: 1863.

Thesis (Ph.D.)--New York University, 1982.

This study investigated the four sources of self-esteem: general self, self-peers, home and parents, and the school, of selected immigrant monolingual Chinese and bilingual Chinese-English speaking children. The relationship between the four self-esteem measures and children's length of residence as well as their competency in English verbal communication was also studied. The participants were 81 children, ten to twelve years of age from a population of lower-middle to low income families residing in the Chinatown community, and selected from two New York City Chinatown public elementary schools.Subjects--Topical Terms:

532624
Language arts.

SELF-ESTEEM OF IMMIGRANT MONOLINGUAL CHINESE AND BILINGUAL CHINESE-ENGLISH SPEAKING CHILDREN.
LDR:03181nmm a2200289 4500 001 2200747
005 20190325081549.5
008 201008s1982 ||||||||||||||||| ||eng d
035 $a (MiAaPQ)AAI8226773
035 $a AAI8226773
040 $a MiAaPQ $c MiAaPQ
100 1 $a KOU, TERESA. $3 3427494
245 1 0 $a SELF-ESTEEM OF IMMIGRANT MONOLINGUAL CHINESE AND BILINGUAL CHINESE-ENGLISH SPEAKING CHILDREN.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1982
300 $a 149 p.
500 $a Source: Dissertation Abstracts International, Volume: 43-06, Section: A, page: 1863.
502 $a Thesis (Ph.D.)--New York University, 1982.
520 $a This study investigated the four sources of self-esteem: general self, self-peers, home and parents, and the school, of selected immigrant monolingual Chinese and bilingual Chinese-English speaking children. The relationship between the four self-esteem measures and children's length of residence as well as their competency in English verbal communication was also studied. The participants were 81 children, ten to twelve years of age from a population of lower-middle to low income families residing in the Chinatown community, and selected from two New York City Chinatown public elementary schools.
520 $a Erik H. Erikson's theoretical construct of the school age phase and the developmental tasks of middle childhood as presented by Robert H. Havighurst were used to provide the foundations needed in understanding the latency period of a child's development. Specifically, the conceptual framework provided by Stanley Coopersmith was used to explain and explore the kinds of experience that are necessary in the development of self-esteem.
520 $a Participants' self-esteem was determined by their responses to the Coopersmith Self-Esteem Inventory (SEI). Children's English language proficiency was determined by a score they received on the Language Assessment Battery (LAB). Results of data analyses found that there were differences in self-esteem between the monolingual and bilingual children. However, significant differences between the two groups were found only in the overall views of the self and attitudes toward school. There were no statistically significant differences in their views of self-peers and attitudes toward home and parents. Data obtained for children's length of residence and thier English proficiency were highly correlated. (r = .91).
520 $a Results indicated that children's English language ability correlated significantly with their self-esteem, specifically in areas of the general self and the school. It was found that children with better English verbal skills had higher self-esteem in their overall views of self and attitudes toward school than children with limited English proficiency. The findings have implications for the school to provide successful learning experiences which can enhance the self-esteem and learning capacities of the non-English speaking child.
590 $a School code: 0146.
650 4 $a Language arts. $3 532624
690 $a 0279
710 2 $a New York University. $3 515735
773 0 $t Dissertation Abstracts International $g 43-06A.
790 $a 0146
791 $a Ph.D.
792 $a 1982
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8226773