| 摘要: | 在國中階段，自我認同的發展是重要的階段目標，而自尊的發展更是影響個體成長及適應的重要發展，自尊發展中若缺乏正向建立，可能形成負面的自我認同或自我迷失。而外籍配偶子女的父母具有不同族群文化背景，其族群認同與自尊的發展更是不容忽視。因此，本研究旨在探討外籍配偶國中子女族群認同與自尊的相關及差異情形，並希望能給予相關教育單位及人員作為參考。
本研究採「立意取樣」方式進行調查。由於考量外籍配偶子女各校人數分布不均，因此本研究選取六所人數較多學校及九所人數較少學校，以「普查」方式進行調查，得有效樣本為527份。研究工具包括：個人背景資料調查表、族群認同量表及自尊量表。所得資料以次數分配、百分比、平均數、標準差、單一樣本t檢定、相依樣本t檢定、單因子變異數分析、雪費事後比較、皮爾森積差相關、多元迴歸、線性迴歸分析法進行分析。本研究結果如下：
一、「族群認同」量表之總平均（2.76）顯著高於理論中點，表示屏東縣外籍配偶國中子女之族群認同傾向於良好。且對父親族群認同(3.08)與母親原國家族群認同(2.69)，皆顯著高於理論中點，表示屏東縣外籍配偶國中子女對於父親方面之族群認同與對母親原國家之族群認同皆傾向於良好，其中對父親之族群認同顯著高於對母親原國家之族群認同。
二、「自尊」量表之總平均（3.47）顯著高於理論中點，表示屏東縣外籍配偶國中子女自尊尚可。
三、「性別」在「族群認同」上達顯著差異，「女生」其族群認同較好。「年級」、「家庭社經地位」、「母親原國籍」、「就讀學校外籍配偶子女人數」在「族群認同」上未達顯著差異。
四、「就讀學校外籍配偶子女人數」在「自尊」上達顯著差異，「就讀學校外籍配偶子女人數多」其自尊較好。「性別」、「年級」、「家庭社經地位」、「母親原國籍」在「族群認同」上未達顯著差異。
五、「族群認同」與「自尊」有顯著中程度正相關。
六、「女生」對「族群認同」達3.9％之解釋力，相較於男生，女生族群認同較高。
七、「族群認同」對「自尊」達18.6％之解釋力。
八、「男生」與「族群認同」對「自尊」達20.9％之解釋力，相較於女生，男生自尊較高；族群認同較高者，自尊也較高。
根據本研究之發現，建議政府行政機關，編修外籍配偶原國籍文化文宣刊物，廣辦多元文化活動。亦可發展各地有特色之異國文化，營造多元文化環境。再者，針對學校行政與教師之建議，可結合課程與教學，設計多元文化的教育與活動，於課餘時間推廣母語文化活動。教師可經班級輔導，建立班上良好同儕關係。另外，可增加輔導外籍配偶子女事務的輔導老師，及邀請外籍配偶家庭家長擔任輔導志工。
The development of self-identity is an important stage for adolescents in junior high school. Furthermore, the development of self-esteem is an important factor for affecting the maturity and adaptation of an individual. Lack of positive development in self-esteem can lead to negative self-identity and self-diffusion. Parents of transnational marriage children have different ethnic culture background, therefore, the development of ethnic identity and self-esteem is an important issue. Consequently, the purposes of this research were to discuss the relationship and difference between ethnic identity and self-esteem for transnational marriage children of junior high school whose mother was from Southeast Asia, and to be a reference for related education authorities and personnel.
The investigation of this research was conducted by “purposive sampling” method. Considering the number of transnational marriage children was not equal in each school, the research included six schools with more student number and nine schools with less student number. Then, the survey was proceeded by census and the valid sample was 527. The research instrument included background information questionnaire, ethnic identity scale, and self-esteem scale. Data were analyzed by frequency distribution, percentage, mean, standard deviation, one sample t-test, paired sample t-test, one way ANOVA, Scheffe’s method, Pearson’s product-moment correlation, multiple regression, and linear regression analysis. The results of this research were as follows.
1. The mean (2.76) of the ethnic scale was significant higher than the theoretical midpoint which indicated the ethnic identity of the transnational marriage children of junior high school in Ping-Tung County was fine. Furthermore, the ethnic identity toward father’s ethnic group(3.08) and the ethnic identity toward mother’s original nationality(2.69) were both significant higher than the theoretical midpoint which indicated the ethnic identity of the transnational marriage children of junior high school in Ping-Tung County toward father’s ethnic group and mother’s original nationality were both fine. Nevertheless, the ethnic identity toward father’s ethnic group was significant higher than the ethnic identity toward mother’s original nationality.
2. The mean (3.47) of the self-esteem scale was significant higher than the theoretical midpoint which indicated the self-esteem of the transnational marriage children of junior high school in Ping-Tung County was acceptable.
3. “Gender” showed significant difference in “ethnic identity”. Female had better ethnic identity. However, “grade”, “family socio-economic status”, “mother’s original nationality”, and “the number of the transnational marriage children in enrollment school” did not show significant difference in “ethnic identity.”
4. “The number of the transnational marriage children in enrollment school” showed significant difference in “self-esteem.” Self-esteem would be better when there were more number of transnational marriage children in the enrollment school. However, “gender”, “grade”, “family socio-economic status”, “mother’s original nationality”, and “the number of the transnational marriage children in enrollment school” did not show significant difference in “ethnic identity.”
5. “Ethnic identity” showed moderate level of positive relevance with “self-esteem.”
6. “Female” could explain 3.9% of ethnic identity. Female had better ethnic identity comparing to male.
7. “Ethnic identity” could explain 18.6% of self-esteem. The higher the ethnic identity, the better the self-esteem.
8. “Male” and “ethnic identity” could explain 20.9% variance of self-esteem. Male had higher self-esteem comparing to female. Self-esteem would be higher when the ethnic identity was better.
According to the findings of this research, suggestion was made to administrative organization of government. The administrative organization could edit and develop-advertisement or publication of transnational marriage women’s original nationality, and could develop multi-cultural activities. Each region could also develop specific foreign country culture and create multi-cultural environment. Suggestions were also made to school administration and teachers. School could combine courses and teaching, design multi-cultural education and activities, and promote mother tongue culture activity after class. Teachers could improve peer relationship by classroom management. Furthermore, school could increase the number of student counselor who are in charge of transnational marriage children affair, and could even invite transnational marriage parents to act as volunteer counselor. |
