A study on the relationships among Self-identity, Family function and Performance in school：by the Example of the Aboriginal Student of junior high school in Hwalien

• Main Authors: I-Chen Lin, 林依蓁
• Other Authors: Der-Hsin Fan
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/37596529533244831432

碩士 === 慈濟大學 === 教育研究所 === 98 === The purpose of this research is to understand the difference in self-identity, family-function, and performance in school among aboriginal students of different backgrounds in Taiwan and to find out the influence of self-identity and family-function on their school performance. The research objects of this study include all the aboriginals students in seventh, eighth, and ninth grade in a public junior high school in Hualien County. The research tools used include Family Function Scale and Self-identity Scale. Two hundred and sixty valid copies are acquired through questionnaire survey. The data collected from the questionnaires are analyzed with statistical methods such as Independent Samples T-Test, One-way ANOVA Analysis, multiple correlation, and multiple regression. The results are as the following: 1. All of the aboriginal students have reached medium-high level of Self-identity and Family-function. 2. A significant difference is found in the Self-identity of the aboriginal students regardless of gender and grade level. 3. A significant difference is found in the behavior control of the family of the aboriginal students regardless of gender. 4. A significant difference is found in the affective involvement of the family of the aboriginal students regardless of grade levels. 5. A significant difference is found in the learning achievement of the aboriginal students regardless of grade levels, tribes, and socioeconomic status. 6. A significant difference is found in the morality grades of the aboriginal students regardless of gender and grade levels. 7. A significant positive correlation is found between personal identity and learning achievement in the self-identity awareness of the aboriginal students; a significant negative correlation is found between image identity and learning achievement. 8. A significant positive correlation is found between social identity and morality grades in the self-identity awareness of the aboriginal students; a significant negative correlation is found between image identity and morality grades. 9. The function of the family of the aboriginal students is significantly correlated with learning performance and morality grades. Behavioral control in family-function has a significant influence on the learning achievement and the daily performance (morality grades) of the aboriginal students. Based on the conclusion, advice is specifically given to aspects with regard to family, schools, and research in the future.