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The relationships among immigrant pa...

Won, Cynthia Jane.

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The relationships among immigrant parental expectation, scholastic achievement, and self-esteem of foreign-born and second-generation Chinese-American high school students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationships among immigrant parental expectation, scholastic achievement, and self-esteem of foreign-born and second-generation Chinese-American high school students./
作者:	Won, Cynthia Jane.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1987,
面頁冊數:	199 p.
附註:	Source: Dissertation Abstracts International, Volume: 49-07, Section: A, page: 1717.
Contained By:	Dissertation Abstracts International49-07A.
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8818543

The relationships among immigrant parental expectation, scholastic achievement, and self-esteem of foreign-born and second-generation Chinese-American high school students.
Won, Cynthia Jane.

The relationships among immigrant parental expectation, scholastic achievement, and self-esteem of foreign-born and second-generation Chinese-American high school students. - Ann Arbor : ProQuest Dissertations & Theses, 1987 - 199 p.

Source: Dissertation Abstracts International, Volume: 49-07, Section: A, page: 1717.

Thesis (Ed.D.)--University of San Francisco, 1987.

The following research was an exploratory study of foreign-born and second-generation Chinese-American high school students. The study focused on the relationships of immigrant parental expectation to scholastic achievement, of scholastic achievement to self-esteem, of immigrant parental expectation to self-esteem, and the differences in these three relationships between the two groups. The 171 participants in the study were enrolled in the eleventh or twelfth grades at George Washington High School in San Francisco during the 1986-87 school year.Subjects--Topical Terms:

2122778
Bilingual education.

The relationships among immigrant parental expectation, scholastic achievement, and self-esteem of foreign-born and second-generation Chinese-American high school students.
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245 1 4 $a The relationships among immigrant parental expectation, scholastic achievement, and self-esteem of foreign-born and second-generation Chinese-American high school students.
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500 $a Source: Dissertation Abstracts International, Volume: 49-07, Section: A, page: 1717.
500 $a Chairperson: Aida Joshi.
502 $a Thesis (Ed.D.)--University of San Francisco, 1987.
520 $a The following research was an exploratory study of foreign-born and second-generation Chinese-American high school students. The study focused on the relationships of immigrant parental expectation to scholastic achievement, of scholastic achievement to self-esteem, of immigrant parental expectation to self-esteem, and the differences in these three relationships between the two groups. The 171 participants in the study were enrolled in the eleventh or twelfth grades at George Washington High School in San Francisco during the 1986-87 school year.
520 $a The study used four methods of measurement: (1) the Immigrant Parental Expectation Questionnaire (IPE), (2) the Coopersmith Self-Esteem Inventory (SEI), (3) the Hoffman Bilingual Schedule, and (4) scholastic achievement or grade point average (GPA). The IPE was validated by factor analysis and tested for internal consistency by the Cronbach alpha coefficient. Pearson product-moment correlations were calculated to analyze the three relationships, with more findings for foreign-born students than for second-generation students. Fisher's Z test analyzed for differences in the relationships between the two groups, resulting in significant differences between foreign-born and second-generation students with regard to the correlation of: (1) the father's desire for the student to be fluent in English and the student's GPA, (2) the student's general self-esteem score and the student's GPA, (3) the mother's rating of the student's self-esteem and the student's general self-esteem score, and (4) the father's desire for the student to maintain English fluency and the student's academic self-esteem score. The remaining correlations, although not statistically significant, revealed further emerging differences between foreign-born and second-generation students.
520 $a The results of this study are important to educators, administrators, counselors, and teachers who counsel Chinese-American high school juniors and seniors and who are interested in motivating students to attain higher scholastic achievement and higher self-esteem. The results may help explain what motivates Chinese-American students to achieve in school.
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