Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

The purpose of the study was to compare differences among 18 personality trait scales of the California Personality Inventory (CPI), six American Association of Health, Physical Education and Recreation (AAHPER) tests of physical fitness, and Ponderal Index (PI, or body mass) measurements for a population of ethnic Chinese and aboriginal Taiwanese junior high school male athletes and nonathletes; the secondary purpose was to determine relationships among these variables. The study sample included 839 subjects, administered the tests at 18 junior high schools in Taiwan, Republic of China (ROC). Statistical analysis was prepared at the Institute of Physical Education, National Taiwan Normal University, Taiwan, ROC. The subject population included 183 subjects active in team sports (volleyball, soccer, baseball), 214 subjects active in individual sports (track and field, wrestling, swimming), and 442 nonathlete subjects between the ages 13 to 16 years. From the results of this investigation, it was found that ethnic Chinese and aboriginal Taiwanese subjects differed significantly on several of the CPI trait scales and physical fitness tests, but that there were no significant differences between the two racial classifications for PI measurements. Athlete subjects from both racial classifications scored significantly higher than nonathletes on all of the physical fitness tests, and upon several of the CPI trait scales. Nonathletes from both racial classifications scored significantly higher than athletes from both groups for the PI measurements. In addition, team sport athletes scored significantly higher than individual sport athletes on physical fitness tests for sit-ups, the long jump, and the 600-yard run, as well as for PI measurements and the CPI Self-Acceptance scale. Significant interactions were found between athletes and nonathletes from both racial classifications for the sit-ups, shuttle run, and 50-yard dash physical fitness test and the CPI Communality scale, and between individual and team sport athletes from both racial classifications for the pull-ups and sit-ups physical fitness tests. For the ethnic Chinese subjects, with the exception of pull-ups, there was a significant interaction between all physical fitness tests and for 15 of the 18 CPI trait scales; for the aboriginal Taiwanese subjects, there was a significant interaction between all of the physical fitness tests and total CPI score. No significant correlationships were found between the CPI trait scales, tests of physical fitness, and PI measurements for ethnic Chinese subjects, whereas significant correlations among the same variables were established for the aboriginal Taiwanese subjects. For the latter, as physical fitness test scores increased, there was a tendency for certain personality characteristics (Dominance, Capacity for Status, Sociability, Social Presence, Self-Acceptance, Achievement via Independence, Intellectual Efficiency, and Femininity) to become increasingly strong influences. / Graduation date: 1992

No description available.

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.

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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Source: Dissertation Abstracts International, Volume: 69-09, Section: B, page: 5346. Adviser: Christine M. Markham. Includes bibliographical references.

Thesis (Ph. D.)--University of Hong Kong, 2010. / Includes bibliographical references (p. 255-276). Also available in print.

Thesis (M.A.P.S.)--Catholic Theological Union of Chicago, 2002. / Vita. Includes bibliographical references (leaves 60-61).

published_or_final_version / Education / Master / Master of Education