The 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 Bangkok
The 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 Bangkok
au.link.externalLink | [Full Text] (http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/5171/2885) | |
dc.contributor.author | Li, xin | |
dc.contributor.author | Supit Karnjanapun | |
dc.date.accessioned | 2020-12-29T06:16:33Z | |
dc.date.available | 2020-12-29T06:16:33Z | |
dc.date.issued | 2020 | |
dc.description.abstract | The 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.extent | 16 pages | en_US |
dc.format.mimetype | application/pdf | en_US |
dc.identifier.citation | Scholar: Human Sciences 12, 2 (July-December 2020), 337-352 | en_US |
dc.identifier.uri | https://repository.au.edu/handle/6623004553/24260 | |
dc.language.iso | eng | en_US |
dc.rights | This 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.rights.holder | Assumption University | en_US |
dc.subject | Spcoa;-emotional development | en_US |
dc.subject | Parents' perception | en_US |
dc.subject | Teachers' perception | en_US |
dc.subject | Chinese language learning achievement | en_US |
dc.subject | Early childhood education | en_US |
dc.subject | Trilingual international school | en_US |
dc.subject.other | Scholar: -- Human Sciences | en_US |
dc.subject.other | Scholar: -- Human Sciences -- 2020 | en_US |
dc.title | The 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 Bangkok | en_US |
dc.type | Text | en_US |
mods.genre | Journal Article | en_US |
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