Learning environments of Chinese Only Children:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Abschlussarbeit Buch |
| Sprache: | English |
| Veröffentlicht: |
2010
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| Schlagworte: | |
| Online-Zugang: | Volltext https://nbn-resolving.org/urn:nbn:de:bvb:19-161879 Inhaltsverzeichnis |
| Beschreibung: | VI, 187 Bl. graph. Darst. |
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Datensatz im Suchindex
| _version_ | 1804151476297138176 |
|---|---|
| adam_text | II
TABLE OF CONTENTS
ABSTRACT 1
1. INTRODUCTION 2
1.1. HISTORY OF LEARNING ENVIRONMENT RESEARCH 2
1.2. CHINA S ONE-CHILD POLICY AND ITS IMPACT ON FAMILY AND SOCIETY 2
1.3. LEARNING ENVIRONMENT RESEARCH GAPS 6
2. THEORETICAL FRAMEWORK 8
2.1. KURT LEWIN S FIELD THEORY AND HIS PSYCHOLOGICAL ECOLOGY 8
2.1.1. FIELD THEORY AND PSYCHOLOGICAL FIELD 8
2.1.2. PSYCHOLOGICAL ECOLOGY 9
2.2. IMPLICATIONS OF LEWIN S FIELD THEORY FOR STUDY OF LEARNING
ENVIRONMENTS 10
2.2.1. LEWIN S DEFINITION OF LEARNING 10
2.2.2. DEFINING LEARNING ENVIORNMENT 10
2.3. BRONFENBRENNER S ECOLOGICAL SYSTEMS THEORY 11
2.3.1. BIOECOLOGICAL SYSTEMS THEORY 11
2.3.2. BRONFENBRENNER S STRUCTURE OF ENVIRONMENT 12
3. PAST THEORIES AND RESEARCH RESULTS REGARDING ONLY-CHILDREN 15
3.1. THEORIES 15
3.2. RESEARCH RESULTS ABOUT ONLY CHILDREN OUTSIDE OF CHINA: ADVANTAGED
OR NO DIFFERENCE
15
3.3. RESEARCH RESULTS ABOUT CHINESE ONLY-CHILDREN IN CHINA: MIXED
RESULTS 16
3.4. SUMMARY 17
4. FAMILY ENVIRONMENT 18
4.1. PARENTING STYLE 18
4.1.1. DIANA BAUMRIND S CONCEPT OF PARENTING STYLE 18
HTTP://D-NB.INFO/1045326267
ILL
4.1.2. THIRD DIMENSION OF PARENTING STYLE 20
4.1.3. RESEARCH RESULTS ABOUT PARENTING STYLE 20
4.2. GENERAL FAMILY ENVIRONMENT 30
4. 2.1. DEFINITION OF GENERAL FAMILY ENVIRONMENT 31
4. 2.2. IMPACTS OF GENERAL FAMILY RELATIONS (COHESION, CONFLICT AND
EXPRESSIVENESS) ...32
S. PEER RELATIONS: PEER GROUP ACCEPTANCE AND BEST FRIENDSHIP QUALITY 39
5.1. FIRST GENERATION (FROM LATE 1920S TILL WORLD WAR II) 39
5.1.1. INVESTIGATIVE AGENDA OF FIRST GENERATION: STUDYING THE NATURE OF
PEER GROUPS AND
THE ASSOCIATION BETWEEN CHILDREN S CHARACTERISTICS AND THEIR POSITIONS
IN PEER GROUPS ....39
5.1.2. RESEARCH REVIEW IN FIRST GENERATION 39
5.2. SECOND GENERATION (FROML970S AND 1980S) 40
5.2.1. INVESTIGATIVE AGENDA: LIKELY CAUSES OF PEER REJECTION AND
PEER-ACCEPTANCE,
TYPES AND FUNCTIONS OF PEER RELATIONS 40
5.2.2. REASONS FOR SOCIAL SKILLS AND SKILL DEFICITS 41
5.2.3. FRIENDSHIP AND PEER ACCEPTANCE 41
5.2.4. IMPACT OF PEER RELATIONS ON CHILDREN S DEVELOPMENT 41
5.3. THIRD GENERATION (1990S AND BEYOND) 42
5.3.1. INVESTIGATIVE AGENDA: DO DISTINCT FORMS OF PEER RELATIONSHIPS,
AND THE PROVISIONS
THEY AFFORD, DIFFERENTIALLY AFFECT CHILDREN S DEVELOPMENT AND
ADJUSTMENT? 42
5.3.2. MORE ABOUT CONTRIBUTIONS OF PEER RELATIONS 42
5.3.3. IMPACTS OF FRIENDSHIP, FRIENDSHIP OR BEST FRIENDSHIP QUALITY AND
QUANTITY, AND
PEER ACCEPTANCE 43
5.3.4. INNOVATIVE AREAS OF INVESTIGATION OF THIRD GENERATION PEER
RELATIONS RESEARCH .49
5.3.5. GENDER DIFFERENCES 50
5.3.6. CULTURAL AND ETHNIC SIMILARITIES AND DIFFERENCES
51
IV
5.3.7. SUMMARY OF THREE GENERATIONS OF PEER RELATIONS RESEARCH RESULTS
52
6. TEACHER INTERPERSONAL BEHAVIOR 54
6.1. HISTORY OF TEACHER INTERPERSONAL BEHAVIOR AS LEARNING ENVIRONMENT
54
6.2. RESEARCH RESULTS ON TEACHER INTERPERSONAL BEHAVIOR THROUGH
PERCEPTIONS OF STUDENTS
54
6.2.1. INTERNATIONAL FEATURE OF RESEARCH 54
6.2.2. THEORETICAL FOUNDATION 54
6.2.3. MOSTLY STUDIED RESEARCH QUESTIONS AND ANSWERS 56
6.2.4. TEACHER INTERPERSONAL BEHAVIOR IN CHINA 57
6.2.5. TRIAL IN CONJUNCTION WITH OTHER ASPECTS OF LEARNING ENVIRONMENT
(E.G., CULTURE OR
ETHNICITY) 58
6.2.6. STABILITY AND CHANGE OF TEACHER-STUDENT RELATIONSHIPS IN THE
WHOLE TEACHING
CAREER 60
6.2.7. EFFECTS OF EIGHT PROFILES OF TEACHERS IN TERMS OF TEACHER
INTERPERSONAL BEHAVIOR ON
COGNITIVE AND AFFECTIVE OUTCOMES 60
6.2.8. TEACHER-STUDENT RELATIONSHIPS FROM PERCEPTIONS OF DIFFERENT
GROUPS OF STUDENTS
61
6.2.9. SUMMARY 62
7. RESEARCH GOALS AND HYPOTHESES 63
7.1. WHY PRESENT STUDY? 63
7.2. WHY CHRONIC SELF-CONCEPT LEVELS ARE INVESTIGATED? 63
7.2.1. SATE OF THE PERSON 63
7.2.2. INDIVIDUAL, RELATIONAL, AND COLLECTIVE LEVELS OF SELF-CONCEPT 63
7.2.3. CHRONIC AND WORKING SELF-CONCEPTS 64
7.2.4. SELF-CONCEPT AND PRIOR SOCIAL INTERACTIONS, SOCIAL CONTEXT AND
CULTURAL INFLUENCES
V
64
7.3. RESEARCH GOAL 65
7.3.1. THEORETICAL PURPOSE 65
7.3.2. TO FIND WHETHER UNIQUENESS ABOUT CHINESE ONLY CHILDREN EXISTS 66
7.4. HYPOTHESES 67
8. METHODOLOGY 68
8.1. PARTICIPANTS 68
8.2. INSTRUMENT 68
8.3. PROCEDURE 73
8.3.1. BACK TRANSLATION 73
8.3.2. DISTRIBUTING AND COLLECTING QUESTIONNAIRES 73
9. ANALYSES AND RESULTS 75
9.1. DESCRIPTIVE STATISTICS 75
9.1.1. DESCRIPTIVE STATISTICS AND CORRELATION COEFFICIENTS FOR ALL
VARIABLES 75
9.1.2. PROFILES OF CHINESE ONLY CHILDREN S FAVOURITE TEACHER AND AVERAGE
TEACHER
INTERPERSONAL BEHAVIOR 79
9.1.3. CAREER ORIENTATIONS OF CHINESE ONLY CHILDREN 80
9.1.4 GENDER DIFFERENCES 80
9.2. EXPLORATORY FACTOR ANALYSES 81
9.2.1. THREE COMPONENTS OF FAVOURITE TEACHER INTERPERSONAL BEHAVIOR 81
9.2.2. TWO COMPONENTS OF AVERAGE TEACHER INTERPERSONAL BEHAVIOR 83
9.2.3. DIFFERENT UNDERSTANDING OF QTI OF CHINESE ONLY CHILDREN 84
9.2.4. ONE COMPONENT OF FATHER OR MOTHER PARENTING STYLES: NEW PROFILE
OF PARENTING
STYLE OF CHINESE PARENTS 84
9.2.5. ONE COMPONENT OF CHRONIC SELF-CONCEPT LEVELS: CHINESE CULTURAL
PRINT STILL ON
VI
THERE 86
9.2.6. TWO COMPONENTS OF CAREER ORIENTATION 87
9.3. HYPOTHESES TESTING 88
9.3.1. TESTING OF IMPACT OF FAMILY ENVIRONMENT AND CHRONIC SELF-CONCEPT
ON CAREER
ORIENTATION (HYPOTHESIS 1) 88
9.3.2. TESTING OF SCHOOL GROUP DIFFERENCES (HYPOTHESIS 2) 92
9.3.3. TESTING OF CROSS-SEX PARENTING EFFECTS (HYPOTHESIS 3) 93
9.3.4. IMPACT OF DIFFERENT MATCHES OF FATHER AND MOTHER S PARENTING
STYLES (HYPOTHESIS
4) 94
9.3.5. TESTING OF DIRECT AND JOINT EFFECTS OF LEARNING ENVIRONMENTS AND
SELF-CONCEPT
LEVELS ON STUDENT OUTCOMES (HYPOTHESIS 5) 97
9.3.6. TESTING OF THREE LEARNING ENVIRONMENTS DIRECT AND INTERACTION
EFFECTS ON
STUDENT OUTCOMES (HYPOTHESIS 6) 133
10. CONCLUSION AND DISCUSSION 147
10.1. CONCLUSION 147
10.2. WHAT HAPPENED WHEN THERE WERE NO INTERACTIONS BETWEEN THE LEARNING
ENVIRONMENTS?
153
10.3. DISCUSSION 154
10.3.1. THEORETICAL IMPLICATION 154
10.3.2. PRACTICAL IMPLICATIONS 156
10.3.3. LIMITATIONS AND FUTURE RESEARCH 159
REFERENCES 160
APPENDIX 184
|
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| spelling | Liu, Weiping 1972- Verfasser (DE-588)1043384677 aut Learning environments of Chinese Only Children von Weiping Liu 2010 VI, 187 Bl. graph. Darst. txt rdacontent n rdamedia nc rdacarrier München, Univ., Diss., 2010 (DE-588)4113937-9 Hochschulschrift gnd-content Erscheint auch als Online-Ausgabe urn:nbn:de:bvb:19-161879 http://edoc.ub.uni-muenchen.de/16187/ Verlag kostenfrei Volltext https://nbn-resolving.org/urn:nbn:de:bvb:19-161879 Resolving-System DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026828663&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Liu, Weiping 1972- Learning environments of Chinese Only Children |
| subject_GND | (DE-588)4113937-9 |
| title | Learning environments of Chinese Only Children |
| title_auth | Learning environments of Chinese Only Children |
| title_exact_search | Learning environments of Chinese Only Children |
| title_full | Learning environments of Chinese Only Children von Weiping Liu |
| title_fullStr | Learning environments of Chinese Only Children von Weiping Liu |
| title_full_unstemmed | Learning environments of Chinese Only Children von Weiping Liu |
| title_short | Learning environments of Chinese Only Children |
| title_sort | learning environments of chinese only children |
| topic_facet | Hochschulschrift |
| url | http://edoc.ub.uni-muenchen.de/16187/ https://nbn-resolving.org/urn:nbn:de:bvb:19-161879 http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026828663&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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