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[ subject:"Psychology, Social." ]
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SELF-ESTEEM AND ETHNIC IDENTITY IN A...
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University of Michigan.
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SELF-ESTEEM AND ETHNIC IDENTITY IN AFRICAN-AMERICAN THIRD GRADE CHILDREN.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
SELF-ESTEEM AND ETHNIC IDENTITY IN AFRICAN-AMERICAN THIRD GRADE CHILDREN./
作者:
RASHEED, SAKINAH YASIN.
面頁冊數:
142 p.
附註:
Source: Dissertation Abstracts International, Volume: 42-06, Section: B, page: 2604.
Contained By:
Dissertation Abstracts International42-06B.
標題:
Psychology, Social. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8125186
SELF-ESTEEM AND ETHNIC IDENTITY IN AFRICAN-AMERICAN THIRD GRADE CHILDREN.
RASHEED, SAKINAH YASIN.
SELF-ESTEEM AND ETHNIC IDENTITY IN AFRICAN-AMERICAN THIRD GRADE CHILDREN.
- 142 p.
Source: Dissertation Abstracts International, Volume: 42-06, Section: B, page: 2604.
Thesis (Ph.D.)--University of Michigan, 1981.
This study was concerned with the relationship between ethnic-identity (EI) and self-esteem (SE) in African-American third grade children. Literature was reviewed which explored the relationship between SE and EI in which a disparity was noted between studies which assessed SE utilizing non-racial constructs and studies which assessed EI in African-American children. The present study explored the relationship between EI and SE through the introduction of an intervention designed to heighten SE in one group, one designed to heighten EI in one group, and a combined intervention designed to heighten both EI and SE in a third group. These groups were compared in their performance on EI and SE measures to a control group which received no interventions. The control group was administered an additional measure of SE.Subjects--Topical Terms:
529430
Psychology, Social.
SELF-ESTEEM AND ETHNIC IDENTITY IN AFRICAN-AMERICAN THIRD GRADE CHILDREN.
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142 p.
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Source: Dissertation Abstracts International, Volume: 42-06, Section: B, page: 2604.
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Thesis (Ph.D.)--University of Michigan, 1981.
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This study was concerned with the relationship between ethnic-identity (EI) and self-esteem (SE) in African-American third grade children. Literature was reviewed which explored the relationship between SE and EI in which a disparity was noted between studies which assessed SE utilizing non-racial constructs and studies which assessed EI in African-American children. The present study explored the relationship between EI and SE through the introduction of an intervention designed to heighten SE in one group, one designed to heighten EI in one group, and a combined intervention designed to heighten both EI and SE in a third group. These groups were compared in their performance on EI and SE measures to a control group which received no interventions. The control group was administered an additional measure of SE.
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Results were not obtained in support of the hypothesized significant positive relationship between SE and EI. Data from the control group indicated that whether or not a positive relationship was found between SE and EI depended upon how SE was measured.
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When interventions designed to heighten SE or EI were employed, slightly positive but statistically not significant correlations were obtained between SE and EI. In contrast, data from the group which received the combined interventions yielded a negative correlation between SE and EI. These findings are consistent with certain of the results of the analyses of variance which indicated that in some subgroups the SE manipulation tended to depress EI, and the EI intervention tended to depress SE.
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The findings of this study were discussed primarily in terms of the proposition that the axioms which direct how SE is operationalized may contrast with the guiding principles which underly definitions of ethnic identity in African-Americans. Findings from data which were obtained regarding the children's academic performance and parental attitudes and socialization practices were similarly discussed.
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http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8125186
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