检视第三文化孩童成长的影响:第三文化成人孩童的幸福感、依恋与族群认同强度

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH
Lucy Doherty, Jenai Lieu, Muhammad Aledeh, A. Edwards, Y. Kotera
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引用次数: 0

摘要

第三文化儿童(TCK)通常被认为是那些在母国之外生活了很长一段时间,但只是暂时居住在一个或多个东道国的儿童。有人认为,tck的成长可能会导致一些负面的心理结果,包括抑郁、焦虑、身份和依恋问题。这项基于489名参与者的定量研究比较了tck成年人和非tck成年人在种族认同、幸福感、孤独感、依恋、弹性和自我概念清晰度方面的自我报告反应。结果表明,与非TCK成人相比,TCK成人具有较弱的族群认同、较强的适应能力和较差的亲密关系。在TCK成年人中,有兄弟姐妹与减少依恋焦虑和更强的适应能力有关,而信仰宗教与增加种族认同有关。研究结果表明,需要提高家长、教师和辅导员对tck可能面临的困难的认识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Examining the Impact of a Third Culture Kid Upbringing: Wellbeing, Attachment and Ethnic Identity Strength in Adult Third Culture Kids
Third Culture Kids (TCK) are generally considered to be children who spend a significant period living outside of their home country but reside only temporarily in one or more host country/ies. TCKs’ upbringing, it is argued, may lead to a number of negative psychological outcomes including depression, anxiety, and identity and attachment issues. This quantitative study based on a total of 489 participants compares the self-report responses of adults who had been TCKs with those of non-TCK adults, on the measures of ethnic identity, wellbeing, loneliness, attachment, resilience, and self-concept clarity. Results indicate that TCK adults had a weaker ethnic identity, greater resilience, and were less comfortable forming close relationships than non-TCK adults. Among TCK adults, having siblings was associated with reduced attachment anxiety and greater resilience, while practising a religion was related to increased ethnic identity. Findings indicate the need to raise awareness among parents, teachers, and counsellors about the difficulties that TCKs might face.
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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