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dc.contributor.authorLi, xin
dc.contributor.authorSupit Karnjanapun
dc.date.accessioned2020-12-29T06:16:33Z
dc.date.available2020-12-29T06:16:33Z
dc.date.issued2020
dc.identifier.citationScholar: Human Sciences 12, 2 (July-December 2020), 337-352en_US
dc.identifier.urihttp://repository.au.edu/handle/6623004553/24260
dc.description.abstractThe purpose of this research were to examine the level of parents’ and teachers’ perceptions of students’ social-emotional development, and the relationship of the students’ social-emotional development with their Chinese language learning achievement of Nursery 2 (N2) at a trilingual international school in Bangkok. In this research, 81 parents and 28 teachers of 81 N2 students enrolled in the 2017-2018 school year in this school participated. This research followed a quantitative research methodology employing thequestionnaires of parents’ and teachers’ perceptions of students’ social-emotional development, and the N2 Term 3 Chinese language summative assessment of the 2017-2018 school year to determine the level of students’ Chinese language learning achievement.There were four main elements included in this research: the level of parents’ and teachers’ perceptions of students’ social-emotional development, the level of Chinese language learning achievement, and the relationship between students’ social-emotionaldevelopment and their Chinese language learning achievement. In this research, the students’ social-emotional development focused on three areas: paying attention-following direction, self-regulation, communication and interaction. Chinese language learning achievement focused on listening, speaking, communicating, also reading and tracing Chinese characters. There were four main findings: 1) the parents’ perception of students’ social-emotional development was on schedule; 2) the teachers’ perception of students’ social-emotional development was on schedule; 3) the students’ Chinese language learning achievement was exceeding the expectation; 4) there was asignificant relationship of the parents’ and teachers’ perceptions of the students’ social-emotionaldevelopment with their Chinese language learning achievement in N2 level at a trilingual international school in Bangkok.en_US
dc.format.extent16 pagesen_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoengen_US
dc.rightsThis work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.en_US
dc.subjectSpcoa;-emotional developmenten_US
dc.subjectParents' perceptionen_US
dc.subjectTeachers' perceptionen_US
dc.subjectChinese language learning achievementen_US
dc.subjectEarly childhood educationen_US
dc.subjectTrilingual international schoolen_US
dc.subject.otherScholar: -- Human Sciencesen_US
dc.subject.otherScholar: -- Human Sciences -- 2020en_US
dc.titleThe relationship of parents' and teachers' perceptions of students' social-emotional development with their Chinese language learning achievement in Nursery 2 at trilingual International School in Bangkoken_US
dc.typeTexten_US
dc.rights.holderAssumption Universityen_US
mods.genreJournal Articleen_US
au.link.externalLink[Full Text] (http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/5171/2885)


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