An Application of the Social Capital , Mental Capital and Happiness─ A Case of Childrens of Kinmen New Immigrants

• Main Authors: LI, Neng-Hsiu, 李能綉
• Other Authors: DU, Pey-Lan
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/g4bj68

碩士 === 國立金門大學 === 運動與休閒學系 === 105 === Facing Taiwan’s declining birthrate, the number of children born to new immigrants is rising. Furthermore, Kinmen County is second in the nation for children of new immigrants. According to a study on mental capital/capability (self-efficacy, optimism, hope, and tenacity), the role of regulated results explores the social capacity of the children of new immigrants in Kinmen County elementary schools (home atmosphere, familial relationships, parenting, sibling interactions, peer relationships, student-teacher relationships, community involvement, neighborhood involvement, friendship development, intergenerational relationships, and parent-teacher relationships) and how it influences their happiness (autonomy, control of their environment, personal growth, development of long term goals, development of personal relationships). The research studies children of recent immigrants who are in 4th, 5th, and 6th grade, and use 479 surveys, 462 questionnaires, with a recovery rate of 96.45%. According to the descriptions of the SPSS, differences in analysis, Pearson correlation analysis and the Hierarchical Regression analysis all validate the research hypothesis. Research results: 1. Difference Analysis: For the Kinmen county’s children of recent immigrants, their social capability, mental capability, and happiness depends on the number of siblings, living situation, grades, Chinese proficiency level, and the respective mothers’ career. 2. Influential Impact: (1) Social capability (parental relationships, student-teacher relationships, friendship development, and teacher-parent relationships) have a significantly positive influence on happiness (personal acceptance); (2) Social capability (parental relationships, peer relationships, community involvement, and friendship development) have a significantly positive influence on happiness (autonomy); (3) Social capability (parental relationships, peer relationships, student-teacher relationships, community involvement, neighborhood involvement, friendship development, and parent-teacher relationships) have a significantly positive influence on happiness (control of their environment); (4) Social capability (parental relationships, student-teacher relationships, community involvement, and friendship development) has a significantly positive impact on happiness (personal growth); (5) Social capability (parental relationships, peer relationships, student-teacher relationships, community involvement, and friendship development) has a significantly positive impact on happiness (development of long term goals); (6) Social capability (parental relationships, peer relationships, student-teacher relationships, community involvement, and friendship development) have a positive impact on happiness (development of personal relationships); 3. Adjustment Result: (1) Mental Capability (self-efficacy)  In regards to social capability (intergenerational relationships and parent-teacher relationships) and happiness (autonomy), there is a mutually effected result;  In regards to social capability (peer relationships and community involvement) and happiness (control of their environment), there is a mutually effected result;  In regards to social capability (intergenerational relationships) and happiness (personal development), there is a mutually effected result;  In regards to social capability (community involvement and teacher-parent relationships) and happiness (development of long term goals), there is a mutually effected result.  In regards to social capability (sibling interactions, peer relationships, and parent-teacher relationships) and happiness (development of personal relationships), there is a mutually effected result. (2) Mental Capability (optimism)  In regards to social capability (intergenerational relationships) and happiness (autonomy), there is a mutually effected result;  In regards to social capability (community involvement and intergenerational relationships) and happiness (control of their environment), there is a mutually effected result;  In regards to social capability (community involvement and intergenerational relationships) and happiness (personal development), there is a mutually effected result;  In regards to social capability (community involvement and parent-teacher relationships) and happiness (development of long term goals), there is a mutually effected result.  In regards to social capability (community involvement and parent-teacher relationships) and happiness (development of personal relationships), there is a mutually effected result. (3) Mental Capability (hope)  In regards to social capability and happiness (autonomy) there is not a mutually effected result;  In regards to social capability and happiness (control of their environment) there is not a mutually effected result;  In regards to social capability (parental relationships, intergenerational relationships, and parent-teacher relationships) and happiness (personal development) there is a mutually effected result;  In regards to social capability (sibling interactions and parent-teacher relationships) and happiness (personal development) there is a mutually effected result.  In regards to social capability and happiness (development of personal relationships) there is not a mutually effected result. (4) Mental Capability (tenacity)  In regards to social capability (parent-teacher relationships) and happiness (autonomy) there is a mutually effected result;  In regards to social capability and happiness (control of their environment) there is a mutually effected result;  In regards to social capability (intergenerational relationships) and happiness (personal development) there is a mutually effected result;  In regards to social capability (sibling interactions, community involvement, and parent-teacher relationships) and happiness (development of long term goals) there is a mutually effected result.  Based on the above finding, w In regards to social capability (parent-teacher relationships, student-teacher relationships, and intergenerational relationships) and happiness (development of personal relationships) there is a mutually effected result. Based on the above finding, we would like to make recommendations for practical application and future research. Keyword: elementary school students, social capital, psychological capital, happiness