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

Social networking and the school adj...

Lewis, Lucy D.

FindBook

Google Book

Amazon

博客來

Social networking and the school adjustment of Karen refugee youth from Burma: Determining the effects of ethnic identity, bonding social capital, and Facebook use.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Social networking and the school adjustment of Karen refugee youth from Burma: Determining the effects of ethnic identity, bonding social capital, and Facebook use./
作者:	Lewis, Lucy D.
面頁冊數:	221 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
標題:	Education, Guidance and Counseling. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3568878
ISBN:	9781303237430

Social networking and the school adjustment of Karen refugee youth from Burma: Determining the effects of ethnic identity, bonding social capital, and Facebook use.
Lewis, Lucy D.

Social networking and the school adjustment of Karen refugee youth from Burma: Determining the effects of ethnic identity, bonding social capital, and Facebook use. - 221 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2013.

In 2011 alone, over 56,000 refugees were admitted to the United States and a third of these individuals were under the age of 18 (Martin & Yankay, 2012). Researchers have found that the social capital developed through close and confiding relationships is instrumental in the academic outcomes of refugee youth (Kia-Keating & Ellis, 2007; Kovacev & Shute, 2004) and adolescents from diverse ethnic backgrounds use social capital as a resource in identity construction (Holland, Reynolds, & Weller, 2007). Social networking sites (SNS) are now used by adolescents to communicate a sense of belongingness related to their ethnic group (Grasmuck, Martin, & Zhao, 2009) and in studies with college students from the United States have been linked to the establishment of social capital (Ellison et al., 2007; Ellison, Steinfield, & Lampe, 2011).

ISBN: 9781303237430Subjects--Topical Terms:

1017740
Education, Guidance and Counseling.

Social networking and the school adjustment of Karen refugee youth from Burma: Determining the effects of ethnic identity, bonding social capital, and Facebook use.
LDR:03918nam a2200325 4500 001 1959232
005 20140512082415.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303237430
035 $a (MiAaPQ)AAI3568878
035 $a AAI3568878
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lewis, Lucy D. $3 2094593
245 1 0 $a Social networking and the school adjustment of Karen refugee youth from Burma: Determining the effects of ethnic identity, bonding social capital, and Facebook use.
300 $a 221 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Advisers: Kelly Wester; Jose Villalba.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2013.
520 $a In 2011 alone, over 56,000 refugees were admitted to the United States and a third of these individuals were under the age of 18 (Martin & Yankay, 2012). Researchers have found that the social capital developed through close and confiding relationships is instrumental in the academic outcomes of refugee youth (Kia-Keating & Ellis, 2007; Kovacev & Shute, 2004) and adolescents from diverse ethnic backgrounds use social capital as a resource in identity construction (Holland, Reynolds, & Weller, 2007). Social networking sites (SNS) are now used by adolescents to communicate a sense of belongingness related to their ethnic group (Grasmuck, Martin, & Zhao, 2009) and in studies with college students from the United States have been linked to the establishment of social capital (Ellison et al., 2007; Ellison, Steinfield, & Lampe, 2011).
520 $a The purpose of the current study was to explore the participants' social network composition on Facebook based on whether their networks were primarily composed of peers with the same ethnic identity (same-ethnic peers) or from different ethnic backgrounds (cross-ethnic peers). Specifically, the researcher aimed to investigate whether Facebook was primarily used to facilitate the development of bonding social capital with peers with the same ethnic identity. It also was designed to explore the relationship between Facebook use, ethnic identity, bonding social capital, and school adjustment in the sample of 40 Karen newcomer refugee adolescents living in the United States.
520 $a Overall, the researcher found that newcomer refugee Karen students are utilizing Facebook to develop friendships with individuals that share the same ethnicity and with peers from different ethnicities. There was a significant relationship between bonding social capital and school adjustment; however, there were not differences in bonding social capital based on the composition of participants' peer networks. The final model demonstrated that amount of Facebook use was a significant predictor of school adjustment scores and that bonding social capital mediates this relationship. It appears that higher levels of bonding social capital are predictive of higher levels of school adjustment, and Facebook usage may actually decrease bonding social capital in these students.
520 $a Important implications exist for school counselors working with newcomer refugee students. Given the importance of bonding social capital on school adjustment, school counselors should consider ways to foster peer relationships for newcomer refugee students. Results from the current study suggest that higher amounts of Facebook use may actually be preventing newcomer refugee students from developing close peer relationships, underscoring the potential importance of school counselors fostering relationship building within the school environment.
590 $a School code: 0154.
650 4 $a Education, Guidance and Counseling. $3 1017740
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
650 4 $a Web Studies. $3 1026830
690 $a 0519
690 $a 0631
690 $a 0646
710 2 $a The University of North Carolina at Greensboro. $b School of Education: Counseling and Educational Development. $3 1672247
773 0 $t Dissertation Abstracts International $g 74-11A(E).
790 $a 0154
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3568878