| Summary: | 碩士 === 佛光大學 === 社會學系 === 98 === This study has analyzed the ethnic identity and self-concept of the aboriginal students in 4th, 5th and 6th grade who attain indigenous education in different ways in Yilan County public elementary schools. The purpose is to understand how different variables of individual background and indigenous education have the influence on aboriginal students’ ethnic identity and self-concept. Moreover, the relationships between ethnic identity and self-concept and the effect of variables of individual background and indigenous education on self-concept are discussed in this research.
The “Scale of indigenous education, ethnic identity and self-concept for the Yilan County public elementary school aboriginal students” was developed and was used for the aboriginal students studying in Yilan County public elementary school in 98th academic year. 430 questionnaires were given and 389 valid questionnaires were collected. The data was analyzed with Mean, SD (standard deviation), T-test, one-way ANOVA, Pearson Correlation and multiple regressions and the results are as follows: (a) The level of both ethnic identity and self-concept of the aboriginal students is equivalently high. (b) The aboriginal students with different ages, parents’ identities, races and siblings would have difference in both ethnic identity and self-concept. (c) The aboriginal students who attained indigenous education in different ways would have difference in both ethnic identity and self-concept. (d) There is a positive correlation between ethnic identity and self-concept. (e) The variables of individual background and ways to attain indigenous education have a great impact on ethnic identity. (f) The variables of individual background, ways to attain indigenous education and ethnic identity have a great impact on their self-concepts.
Finally, according to the results, 3 suggestions were proposed to schools, parents and researchers as a reference.
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