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International Journal of Educational Psychology, v1 n1 p14-34 Feb 2012

A developmental model of children's understanding of nationality (Nationality Perspective-Taking Ability or NPTA) was proposed and evaluated in this study. The NPTA model expands extant definitions and provides a theoretical foundation for the developmental progression of national identity. Children (Mean age = 9.33 years) from Latin American and Asian countries who were sojourners in the U. S. for an average of 20.70 months were administered the NPTA assessment and scored according to the NPTA model. Results indicated children's understanding of nationality was predicted by children's chronological age and by the amount of their cross-national exposure. Additionally, the relative importance of children's identification with their national, racial and linguistic status was explored. A developmental trend revealed that children's identification with nationality increases across age while identification with racial status declines across age.

Descriptors: Nationalism, Cultural Awareness, Children, Foreign Countries, Identification (Psychology), Perspective Taking, Individual Characteristics, Social Influences, Cultural Influences, Hypothesis Testing, Scores, Age Differences, Factor Analysis, Elementary School Students, Middle School Students, Korean, Spanish, Portuguese, Foreign Students, College Students, Ethnicity, Race, Multivariate Analysis, Semi Structured Interviews

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Autor: Quintana, Stephen M.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1875&id=EJ1114365



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