Research concerning New Taiwanese issue is focused on New Taiwanese students’ family environment, academic achievement, school life adaptability, behavioral development in the past years. Although New Taiwanese adolescents will be an emerging population, there has no research that looks specifically at the identity development during early adolescence. There is considerable literature on school life; however, no of it addresses New Taiwanese psychological development. This study, informed by Erikson’s (1959) model of psychosocial development and Marcia’s (1966) four statuses of identity, compared ego- identity development in New Taiwanese junior high students to local Taiwanese junior high students. The purpose in the present study was to provide an approach to the investigation of identity formation among local Taiwanese and New Taiwanese junior high students. The hypothesis of this study is that there are differences in ego- identity development between local Taiwanese and New Taiwanese junior high students. Variations in identity status will be measured by administering the EOM-EIS- 2 (Adams & Bennion, 1989) and a demographic survey to junior high students from three different schools in Xindian City, Taipei County. The study also utilized the qualitative approach method to provide a sound basis for analyzing respondents’ experience and/ or perspectives by Marcia’s Identity Status Interview (ISI). Identity scores and distributions were examined for 550 (422 local Taiwanese, 128 New Taiwanese) junior high students. Results indicated that the significant difference in Foreclosure Identity between New Taiwanese and local Taiwanese was observed with local Taiwanese scoring higher. Local Taiwanese may therefore be more inclined to adopt their parents’ commitments to religious and political beliefs, occupational preferences, and philosophical lifestyles. Results also indicated that New Taiwanese were founded to be significantly more ideological diffused than their local Taiwanese peers. The environment for New Taiwanese was more constricted and less likely to provide room for the adolescent’s exploration and have not made decision regarding. Additionally, the present study revealed that 52% of the sample (245 participants including 196 local Taiwanese and 49 New Taiwanese junior high students) fell into one of the four discrete identity status categories, with 56% of this group classified as either diffused or foreclosed. Within these two less sophisticated statuses, New Taiwanese less frequently fell into Identity Foreclosed than local Taiwanese but more frequently fell into Identity Diffusion than local Taiwanese. To gain in- depth information of participants’ experience and/ or perspectives, 43 (32 local Taiwanese, 11 New Taiwanese) of the 245 participants were also assessed using Marcia’s Identity Status Interview (ISI). Although this finding highlights the differences ego- identity development during early adolescence among local Taiwanese and New Taiwanese junior high students, most of the identity developmental outcomes were the same between the two groups. / Research concerning New Taiwanese issue is focused on New Taiwanese students’ family environment, academic achievement, school life adaptability, behavioral development in the past years. Although New Taiwanese adolescents will be an emerging population, there has no research that looks specifically at the identity development during early adolescence. There is considerable literature on school life; however, no of it addresses New Taiwanese psychological development. This study, informed by Erikson’s (1959) model of psychosocial development and Marcia’s (1966) four statuses of identity, compared ego- identity development in New Taiwanese junior high students to local Taiwanese junior high students. The purpose in the present study was to provide an approach to the investigation of identity formation among local Taiwanese and New Taiwanese junior high students. The hypothesis of this study is that there are differences in ego- identity development between local Taiwanese and New Taiwanese junior high students. Variations in identity status will be measured by administering the EOM-EIS- 2 (Adams & Bennion, 1989) and a demographic survey to junior high students from three different schools in Xindian City, Taipei County. The study also utilized the qualitative approach method to provide a sound basis for analyzing respondents’ experience and/ or perspectives by Marcia’s Identity Status Interview (ISI). Identity scores and distributions were examined for 550 (422 local Taiwanese, 128 New Taiwanese) junior high students. Results indicated that the significant difference in Foreclosure Identity between New Taiwanese and local Taiwanese was observed with local Taiwanese scoring higher. Local Taiwanese may therefore be more inclined to adopt their parents’ commitments to religious and political beliefs, occupational preferences, and philosophical lifestyles. Results also indicated that New Taiwanese were founded to be significantly more ideological diffused than their local Taiwanese peers. The environment for New Taiwanese was more constricted and less likely to provide room for the adolescent’s exploration and have not made decision regarding. Additionally, the present study revealed that 52% of the sample (245 participants including 196 local Taiwanese and 49 New Taiwanese junior high students) fell into one of the four discrete identity status categories, with 56% of this group classified as either diffused or foreclosed. Within these two less sophisticated statuses, New Taiwanese less frequently fell into Identity Foreclosed than local Taiwanese but more frequently fell into Identity Diffusion than local Taiwanese. To gain in- depth information of participants’ experience and/ or perspectives, 43 (32 local Taiwanese, 11 New Taiwanese) of the 245 participants were also assessed using Marcia’s Identity Status Interview (ISI). Although this finding highlights the differences ego- identity development during early adolescence among local Taiwanese and New Taiwanese junior high students, most of the identity developmental outcomes were the same between the two groups.

Dynamics of the second language learner’s identity interests researchers in the field of applied linguistics who explore the ways in which self-identification is constituted by language. Application of psychoanalytic theories in Second Language Acquisition (SLA) is assumed to provide an additional perspective on how the processes of identity formation relate to the varied contexts of language learning. The learner of the second language has to shape her relation to the L2 interactive contexts constantly comparing them with those of L1 and primary culture on one hand, and negotiating the concepts attached to the target language and culture on the other. The sense of the perceived self that accounts for how the learner feels connected to the target linguistic and cultural environment may be the key component of such processes. The formation of ego, a concept borrowed from psychoanalytic theory, as the component of both conscious and unconscious experience of the self, is believed to be formed through the symbolic realms of language. Since the bulk of psychoanalytic and language theories link ego formation to the first language development, it seems worth exploring the role of ego development in second language acquisition. The purpose of this phenomenological study is to describe the lived experiences of second language learners related to self-identification situated in cross-symbolical relationship between L1 and L2.

Dynamics of the second language learner’s identity interests researchers in the field of applied linguistics who explore the ways in which self-identification is constituted by language. Application of psychoanalytic theories in Second Language Acquisition (SLA) is assumed to provide an additional perspective on how the processes of identity formation relate to the varied contexts of language learning. The learner of the second language has to shape her relation to the L2 interactive contexts constantly comparing them with those of L1 and primary culture on one hand, and negotiating the concepts attached to the target language and culture on the other. The sense of the perceived self that accounts for how the learner feels connected to the target linguistic and cultural environment may be the key component of such processes. The formation of ego, a concept borrowed from psychoanalytic theory, as the component of both conscious and unconscious experience of the self, is believed to be formed through the symbolic realms of language. Since the bulk of psychoanalytic and language theories link ego formation to the first language development, it seems worth exploring the role of ego development in second language acquisition. The purpose of this phenomenological study is to describe the lived experiences of second language learners related to self-identification situated in cross-symbolical relationship between L1 and L2.

Variation in developmental level was examined in a sample of 84 female and male university students. Each participant wrote a brief narrative describing the specific components of a stressful life event that elicited an attribution of threat. The identified components were assessed for level of ego functioning. In addition each participant was administered the Ways of Coping measure and the Washington University Sentence Completion Test. The results suggest that higher levels of ego functioning whether assessed by source of threat or by developmental task could be predicted by the choice of an analytical problem-oriented approach to stress management. Additionally the Event Appraisal measure has been presented as an instrument that introduces a predictive factor to level of ego development in a real-life situation. The results are discussed in light of the need to access the mechanisms that effect threat evaluations and the selection of the coping strategies that emerge as responses.

国立情報学研究所で電子化したコンテンツを使用している。

Thesis (B.A.)--Haverford College, Dept. of Psychology, 2008. / Includes bibliographical references.

Thesis (Th. M.)--Dallas Theological Seminary, 1995. / Includes bibliographical references (leaves 117-124).

Thesis (M.S.)--University of Wisconsin--Madison, 1969. / Typewritten. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 41-44).

Thesis (Ph. D.)--University of North Texas, Dec., 2008. / Title from title page display. Includes bibliographical references.

Thesis (Th. M.)--Dallas Theological Seminary, 1995. / Includes bibliographical references (leaves 117-124).