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This essay studies the written performance of 43 Swedish junior high school students. Relative clauses, prepositional usage and subject-verb agreement are studied and analysed in order to see what and how many errors the students make and then finally to see if there is any difference in the performance of boys and girls. Previous research in the area has shown an advantage in favour of girls and this study confirmed this. Even though the differences were not marked, the girls performed better than the boys in the majority of the cases studied. The data further indicated that there is great variation within the gender groups as well as between them.

The purposes of this study were to understand the opinions of English teachers in junior high school in Kaohsiung City on the selection criteria and the influence factors for English textbooks, and to offer a few concrete suggestions for the improvement of junior high schools textbook selection according to the results. The research adopted questionnaire survey method. The questionnaire was designed and distributed to 400 English teachers from 45 junior high schools in Kaohsiung City as the subjects. As a result, 305 were valid responded corresponding with a 76% of return rate. Descriptive statistics, t-test, one-way ANOVA, and Scheffe method were conducted for data analysis and finally come to the following results: 1. The teachers generally agree to the importance of the textbook selection criteria, in which they emphasize the most on ¡§context-related properties,¡¨ and the less on ¡§physical properties.¡¨ 2. On the whole, the teachers agree to the influence factors on textbook selection, and the ¡§internal factors¡¨ have more influence than the ¡§external factors.¡¨ 3. English teachers are the main participants in selecting English textbooks in junior high school, and the final results are determined in the meeting of textbook selection. 4. There are significant different opinions on the importance of the textbook selection criteria due to the ¡§school sizes,¡¨ ¡§genders,¡¨ ¡§years of teaching experience,¡¨ and the ¡§experiences of textbook selection.¡¨ 5. There are significant different opinions on the influence factors on textbook selection because of the ¡§locations of school,¡¨ ¡§educational qualifications,¡¨ ¡§years of teaching experience,¡¨ and the ¡§experiences of textbook selection.¡¨ Based on the results of the study, some suggestions are proposed to the educational authorities, schools, teachers and publishers, as well as future studies.

The purpose of this study was to explore junior high school students¡¦ attitudes toward learning English and achievement in learning English, and analyzed the significant differences between student came from different backgrounds, students¡¦ attitudes toward learning English and achievement in learning English. Stratified sampling was conducted to recruit 470 junior high school students who are 2nd graders in Kaohsiung city. All participants completed the questionnaire of ¡§attitudes toward learning English scale¡¨ which was developed by the investigator. Descriptive statistics, independent t-tests, one-way ANOVA, spearmann¡¦s rank correlation test and chi-square test assessed the similarities and differences among groups. The initial findings were as follows: 1.The attitudes toward learning English of junior high school students are good. 2.Huge gaps are found in low and high achievers¡¦ achievement in learning English. 3.Female students¡¦ attitudes toward learning English are significantly higher than male students¡¦. 4.Students with longer time spending in learning English showed significantly higher scores in attitudes toward learning English scale than those who spent fewer time in learning English. 5.Students came from families with higher educated parents presented significantly higher scores in attitudes toward learning English scale than those who came from families with lower educated parents. 6.Students who received more support from family members presented significantly higher scores in attitudes toward learning English scale than those who were lack of support from family members. 7.Number of years of learning English showed significant effects on the attitudes toward learning English scale. The more time students spent in learning English, the better achievement they accomplish. 8.Students who attained private English tutoring presented significantly higher scores in attitudes toward learning English scale than those who only learned English from formal school education. 9.There were significantly positive correlations among students¡¦ attitudes toward learning English and achievement in learning English. Results hopefully contribute to further researches in student¡¦s attitudes toward learning English and achievement in learning English. Suggestions are provided to parents as well as school teachers.

The main purpose of this study was to explore the relationships among adolescents' quality of attachment, emotional intelligence, and adjustment. The participants were 997 eighth-grade students from 11 junior high schools in Kaohsiung, Taiwan. The data were collected by means of questionnaires, and the employed instruments comprised Inventory of Parent and Peer Attachment (Chinese version), Inventory of Adolescent Emotional Intelligence, and Inventory of Adolescent Adjustment. The applied analysis methods included descriptive statistics, one-way MANOVA, canonical correlation, and discriminant analysis. The main findings in this study were as follows: 1.The adolescents' gender was not related to their adjustment. 2.The adolescents' birth order was not related to their adjustment. 3.The adolescents' socioeconomic status (SES) was not related to their family adjustment, but it was related to their school adjustment though the correlation was weak; moreover, both the mid-SES and the high-SES adolescents outperformed the low-SES ones in school adjustment. 4.The adolescents' quality of attachment was positively related to their adjustment, and their attachment toward mother had the strongest relation to their adjustment. 5.The adolescents' emotional intelligence was positively related to their adjustment; more specifically, "motivating oneself" and adjustment had the highest correlation. 6.The quality of attachment and emotional intelligence could jointly predict the adolescents' adjustment. While "mother attachment" was the best predictor to the adolescents' family adjustment, emotional intelligence was the best predictor to their school adjustment. "Mother attachment" was the best predictor to the adolescents' adjustment as a whole. Finally, after discussion, some suggestions were proposed for parents, teachers, educational authorities, and further studies.

The purposes of this study are to inquire the individual class students' gender- role stereotypes and to understand the influence of gender equity education curriculum on gender- role stereotypes existing among seventh grade students. The subjects are one class (18 females, 20 males) of 7th grade students in Junior High School in Kaohsiung City as the case group. Showing students¡¦ changes of gender-role stereotypes in gender equity curriculum offers some implications on adolescent¡¦s gender equity education program in the future and to draw up a well teaching project eventually. The study adopts qualitative and quantitative methods to explore subjects¡¦ gender-role stereotype condition and reaction about gender equity education curriculum. The former of which is major method including observation, interview and document analysis. The latter of which administered questionary to subjects. In this study, the gender equity education curriculum met for one 1 hour period a week, for 14 weeks. Teacher¡¦s introspection connects with student¡¦s performance would be the feedback to help researcher adjusts teaching strategy once a week. From this process the final conclusions as following: (1) Junior high school students cultivate their gender-role stereotypes with social structure and people's expectation. (2) The conflict between gender is derived from unfair evaluation comes from gender-role stereotypes. (3) Girls accept flexible gender-role behaviors, but boys don¡¦t. (4) Students are used to rationalize the social gender separation, so it is difficult for them to have gender equity view. (5) Students can enlarge their scope of gender roles by reading stories and watching. (6) After gender equity education, students have more criticize ability about gender equality concept than before. Finally, based on the research results and my introspection, we can provide valuable suggestions to school education and further study plans.

This study examines the correlation between the self-perceptions of junior high school students in Kaohsiung city and their academic performance in each major subject area taught under Kaohsiung city¡¦s nine-year compulsory education system. Key research objectives include: Examine the influences of personal variables on junior high school student self-perception and academic performance within the 9-year compulsory education system; and determine correlations between the self-perception and academic performance; and offer practical suggestions can better assist junior high school students to cultivate self-perceptions that are both active and positive. The authors used the ¡§Self-Attitudes Questionnaire¡¨, revised by Mr. Wei-fan Kuo, as a primary data-gathering tool. The subjects of this research were junior high school students (grades 7 through 9). After categorizing schools as ¡§large¡¨, ¡§medium¡¨ or ¡§small¡¨ (based on student population), the authors chose target schools by randomly selecting three (3) from each category. Finally, a computer was used to select at random one class from each of the nine selected schools. Data collected for this study included completed self-attitude questionnaires and students¡¦ semester grade reports. The authors employed one-way ANOVA, Pearson product-moment correlation, gradual multiple regression, and T-Test analysis methodologies to test hypotheses. Research Findings: At present, the overall rating for self-perception among junior high school students studying in Kaohsiung Municipality is higher than the national average. The sex of respondents was found to affect self-perception significantly in all categories and at each level of academic performance. Differing social / economic backgrounds of families had a significant impact on self-perception in all categories and at each level of academic performance, and Study results indicate that level of self-perception is a regressive predictor of academic performance. Based on the above findings, the authors offer the following practical suggestions: I.The academic curriculum should foster the development of a positive and active sense of self-perception in students; II.Effectively managing the factors that influence students¡¦ self-perception can effectively assist in the prevention / rectification of self-perception problems. III.Students coming from families in lower social or economic strata should be afforded special attention and support. IV.Educators should note and attend to the differing needs of individual students in the classroom.

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Abstract The aim of this study is first to present the current situation in computer self-efficacy, computer anxiety, computer coping strategy and computer literacy in elementary and junior high school teachers, then to observe the variance resulting from teachers having different backgrounds, and finally to explore the relationships among the four factors. The subjects in this study are 452 elementary and junior high school teachers from Taipei city/county and Kaohsiung city/county, including 318 female and 134 male teachers. ¡§Computer literacy scale,¡¨ ¡§computer self-efficacy scale,¡¨ ¡§computer coping strategy scale,¡¨ and ¡§computer anxiety scale¡¨ are adopted as methods of analysis in this study. Data analysis are carried out by mean, standard deviation, t-test, Hotelling¡¦s , one-way ANOVA, multivariate analysis of variance, stepwise multiple regression, correlation and discriminant analysis. The findings can be summarized as follows: 1.In terms of the variables: personal background, factors of gender, age, degree(s) achieved, field of study, availability of computers, frequency and amount of computer use per week, and out-dated computer hardware tend to make subjects experience high computer anxiety and/or low computer self-efficacy. For example, an experienced female teacher with a B.A. degree in history had little contact with computers leading her to become anxious about computer use and poor on computer self-efficacy. 2.As for performance in computer coping strategy and computer literacy; they are related to teachers¡¦ competence in computer self-efficacy and computer anxiety. Teachers with high computer anxiety tend to show frequent avoidance of computer use and poor coping strategies in problem solving, support seeking, and self-adjustment, and a shallow understanding of computers and computer-assisted instruction. 3.The dominance of computer coping strategy and computer literacy over the degree of computer anxiety and computer self-efficacy can be validated with the validity of 60% above. 4.For elementary and junior high school teachers, their computer anxiety, computer self-efficacy, and computer coping strategy are significantly related to their computer literacy. 5.Teachers¡¦ computer self-efficacy, and computer coping strategy in solving problems and seeking support are implications for performance in computer literacy. Based on the conclusion of this study, some suggestions are made for future study: In terms of teachers¡¦ computer competence 1.Familiarity with computers can reduce teachers¡¦ computer anxiety 2.Positive experiences in computer use will enhance teachers¡¦ computer self-efficacy 3.Proper guidance given to teachers aids their computer coping strategy 4.Assistance provided builds teachers¡¦ confidence and application ability in computer-based instruction. 5.Requirements of teachers can be satisfied with related computer conferences and workshops. Regarding future study 1.Scope of subjects can be enlarged. 2.Variables in computer competence and performance can be added. 3.Tools of analysis can be improved. 4.Quantity and quality of the methodology should carry the same weight.