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研究生： TALYBOV NAZIM
TALYBOV NAZIM
論文名稱： 無處可逃：遠程學習對遭受民族和/或語言歧視的學生自我披露的影響
No Escape: the Impact of Distance Learning on the Self-disclosure for Students Experiencing Ethnic-National and/or Linguistic Discrimination
指導教授： 翁楊絲茜
Cathy Weng
口試委員: 林奇臻
Chi-Jen Lin
朱菊君
Regina Ju-Chun Chu
學位類別： 碩士
Master
系所名稱： 人文社會學院 - 數位學習與教育研究所
Graduate Institute of Digital Learning and Education
論文出版年： 2023
畢業學年度： 111
語文別： 英文
論文頁數： 104
中文關鍵詞： 遠距學習 、自我揭露 、民族歧視 、語言歧視
外文關鍵詞： distance learning, self-disclosure, ethnic-national discrimination, linguistic discrimination
相關次數： 點閱：235  下載：1 
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  •  上一筆

    • 當今，網路以其高效提供資訊，並為各種形式的交流（學習、休閒、交流等）提供
    廣泛的受眾覆蓋，對現代學生群深具影響。然而，伴隨網路發展，歧視問題也有可能升
    級。線上環境一方面能團結，然而另一方面卻可能成為衝突和歧視問題產生的絕佳平
    台。此外，學生通過線上工具自我揭露具有新奇感，能在狹義及實用上達成具吸引力的
    「我、我自己和我」之形象塑造。
    本研究聚焦於臺灣不同大學的外國學生。針對學生在線上和離線的日常學校生
    活領域中的自我揭露進行評估。該研究也對這兩種環境中學生所感知到的族群民族和
    語言歧視進行探討。此論文採用量化研究方法（問卷調查），使用Google表單蒐集資
    料。研究結果分析採用描述性統計、獨立樣本t檢驗、皮爾森相關積差分析以及雙因子變
    異數分析。
    儘管參與者對整體的（線上和離線）民族國籍和語言歧視的感受是最小的，但本
    研究發現，在這兩種情境下，此兩種歧視類型之間具顯著的高度相關。此外，在性別和
    年齡組內發現整體的（線上和離線）民族國籍歧視有顯著差異。在這兩種情況下，男性參
    與者比女性知覺出更多的民族歧視。另外，雙因子變異數分析結果發現年齡為民族歧視
    中具有顯著性的主要影響。
    在自我揭露方面，遠距和傳統學習環境下的比較具顯著差異，學生在離線環境中
    更多地表露自己。而在離線環境中自我揭露和語言歧視之間存在顯著的負相關。再者，
    t檢驗的結果顯示不同年齡組的總自我揭露存在線上及與離線情境中三十歲以上的學生
    更多地表露自己。

    Currently, the Internet is the most influential in the sphere of modern students due to its efficiency in providing information and wide audience coverage for various forms of communication (study, leisure time, communication, etc.). However, with the opportunities of the Internet, there is a possible escalation of discrimination problems as well. Online settings, on the one hand, unite, and on the other, can become an excellent platform for conflicts and discrimination issues. In addition, the self-disclosure of students via online tools is a kind of novelty and has the narrow and pragmatic task to form an image of an attractive "Me, myself, and I". The present thesis paper focused on foreign students across different universities in Taiwan. Online and offline self-disclosure was evaluated in the field of everyday school life. The research also explored the perceived ethnic-national and linguistic discrimination among learners in both settings. The study used a quantitative method (survey) of data collection via Google forms. The results were analyzed by descriptive statistics, independent samples t-test, Pearson correlation, and two-way ANOVA. Even though participants felt minimal total ethnic-national and linguistic discrimination, the present research discovered a significantly high correlation between both discrimination types in online and offline settings. Moreover, there was a finding of significant difference in total ethnic-national discrimination among gender and age groups. Male participants perceived more ethnic-national discrimination than females in both settings. Also, in the scenario of two-way ANOVA, there was found the main effect of age that showed significance in total ethnic-national discrimination.
    With regards to self-disclosure, a comparison in the distance and traditional study settings indicated a significant difference, students in offline settings disclose themselves more. There was also a discovery of a significant negative correlation in offline settings between self-disclosure and linguistic discrimination. Moreover, the results of the t-test illustrated a significant difference in total self-disclosure among age groups, students older than 30 years old disclose themselves more.

    ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS v LIST OF TABLES viii CHAPTER ONE 1 1.1 Introduction 1 1.2 Purpose of study 4 1.3 Research questions 8 1.4 Significance of study 9 1.5 Definition of terms 10 CHAPTER TWO 11 LITERATURE REVIEW 11 2.1 Ethnic-national discrimination 11 2.1.1 The basic framework of ethnic-national discrimination 11 2.1.2 Ethnic-national discrimination as a source of stress 12 2.1.3 Minority group stress theory: how it performs 13 2.1.4 Ethnic-national discrimination as a tool of students’ self-blame 14 2.1.5 The role of background variables in terms of ethnic-national discrimination 16 2.1.6 Ethnic-national discrimination in online settings 17 2.2 Linguistic discrimination 20 2.2.1 The basic framework of linguistic discrimination 20 2.2.2 Background variables in terms of linguistic discrimination 21 2.2.3 Linguistic discrimination in online settings 22 2.3 Self-disclosure 24 2.3.1 Who I am online: self-disclosure and self-identity 24 2.3.2 Online as a platform for changing background variables 25 2.3.3 Self-disclosure via online as alternative ethnic identity 26 2.4 Relationship between self-disclosure and ethnic-national discrimination 27 2.5 Relationship between self-disclosure and linguistic discrimination 29 5 v v CHAPTER THREE 31 RESEARCH METHODOLOGY 31 3.1 Research design 31 3.2 Participants and data collection 32 3.3 Instruments 35 3.3.1 Demographic questionnaire 35 3.3.2 Self-disclosure questionnaire 36 3.3.3 Linguistic discrimination questionnaire 37 3.3.4 Ethnic-national discrimination questionnaire 38 3.3.5 KMO sampling adequacy 39 3.4 Data analysis 39 3.4.1 Descriptive statistics 40 3.4.2 Independent samples t-test 40 3.4.3 Pearson correlation 40 3.4.4 Two-way ANOVA 40 CHAPTER FOUR 41 4.1 Descriptive analysis 41 4.2 Ethnic-national discrimination, linguistic discrimination, and self-disclosure independent samples t-test (comparing online and offline settings) 43 4.2.1 Learning settings 43 4.2.2 Gender groups 45 4.2.3 Age groups 46 4.3 Linear correlations between ethnic-national discrimination, linguistic discrimination, and self-disclosure in different settings 47 4.3.1 Online settings 47 4.3.2 Offline settings 48 4.4 Two-way ANOVA factorial design 49 CHAPTER FIVE 58 5.1 Perceived ethnic-national and linguistic discrimination of overseas students in online and offline settings 58 5.2 The level of self-disclosure of foreign students in online and offline settings 59 5.3 The background variables affecting the perception of foreign students’ ethnic-national and linguistic discrimination in online and offline settings 59 5.3.1 Gender 59 5.3.2 Age 60 5.4 The background variables affecting overseas students’ self-disclosure in online and offline settings 61 v6i vi 5.4.1 Gender 61 5.4.2 Age 62 5.5 Correlation between overseas students’ self-disclosure, perceived ethnic-national discrimination, and perceived linguistic discrimination in online settings 62 5.6 Correlation between overseas students’ self-disclosure, perceived ethnic-national discrimination, and perceived linguistic discrimination in traditional settings 63 5.7 Conclusion 64 5.8 Limitations 65 5.9 Future suggestions 66 REFERENCES 68 APPENDIX 80 LIS OFTABLE

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