The study aims to understand the status of concentration on extracurricular reading and the academic performance of junior high school students. The purposes are: 1. to know the status of concentration on extracurricular reading; 2. to analyze the difference of the variable between the factors of concentration on extracurricular reading and the academic performance; 3. to explore the relationship between concentration on extracurricular reading and the academic performance. Surveys were given to junior high school students at the 1th,2th and 3th grade respectively in the public schools of Kaohsiung; total 300 students have replied to the questionnaires from nine classes. Analysis of variance was applied to understand the internal factors, such as their motivation, interest and attitude upon concentrating on extracurricular reading and the external factors, such as attitude of parents and teachers as well as school promotion. How students concentrated on extracurricular reading and its relationship with the academic performance was explored. The conclusions were described as follows: I. Overall analysis of the current conditions shows that junior high school students have medium involvement in extra-curricular reading; their academic achievements are in the upper medium level. II. In terms of involvement in extra-curricular reading, female junior high school students outperform male junior high school students in their overall involvement in extra-curricular reading. Due to differences in the father¡¦s and mother¡¦s education levels and the mother¡¦s employment type, there are differences in perception, and perceptions are higher for junior high school students from middle-class families than from lower middle-class families. III. In terms of academic achievement, female junior high school students have greater perceptions for overall academic achievement than male junior high school students. Due to differences in the father¡¦s and mother¡¦s education levels and the parents¡¦ employment type, there are differences in perception, and perceptions are higher for junior high school students from middle-class families than from lower middle-class families. IV. Reading motivation, reading interest, parental attitudes, school promotions, reading attitudes, the degree of involvement in reading, reading achievements, and overall involvement in extra-curricular reading all have a significant effect on the overall academic achievement of junior high school students The conclusions can be used as reference for educational administration units, schools, teachers, parents and future researchers.

The Basic Competency Test for Junior High School Students (BCT) has become the most important and the largest test, which is including the most number of students, the widest range and the largest number of printed paper. The BCT has deeply influenced the benefits whether three hundred thousand students are able to enter their ideal senior high schools or not. Moreover, the BCT has also become the big issue of education which all people are concerned about. The study is according to the massive questionnaire to students in the third grade of public and private junior high schools in Taiwan, their parents, students in the first grade of senior / vocational high schools, and the related educators. The main findings of the study were as follows: 1. Generally speaking, though students, parents and educators have a few different views of most identified items of BCT, the quality of the items is still highly affirmative while its function and purpose are questioned. 2. The attitude of students, parents and educators to BCT exists the evidently great differences. 3. Students who come from different backgrounds have obviously different attitude to BCT. 4. Parents from different backgrounds have obviously different attitude to BCT. 5. Educators from different backgrounds have obviously different attitude to BCT. 6. The studies of students in the third grade of junior high school is obviously influenced by BCT. 7. The BCT has caused pressure and problem to students, parents and educators. 8. The BCT does not reach the expected function. 9. The places, dates, and whether to announce the range of BCT are not accorded with the demands of the public. 10. Students, parents and educators have different demands on BCT. 11. The so-called ¡§ two peaks ¡¨ are presented to the satisfactions for students, parents and educators on BCT. According to the findings, the study provides some suggestions to the actual implement of BCT and the further study.

ABSTRACT The Relationships among Demographic Variables, Intelligences, Critical Thinking, and Emotional Intelligence of Junior High School Students. The main purpose of the study was to explore the relationships among demographic variables, intelligences, critical thinking, and emotional intelligence (EQ) of Junior High School Students. The participants included 547 students (293 males and 254 females) coming from five junior high schools in Tainan and Kaohsiung City. The instruments employed in this study were the subscales of intrapersonal intelligence and interpersonal intelligence from the Multiple Intelligences Scale, The Test of Critical Thinking Skills for Primary and Secondary School Students (TCTS-PS), The Questionnaire of Dispositions Toward Critical Thinking, and The Self-Report Scale of Children¡¦s Emotional Thinking. The Self-Report Scale of Children¡¦s Emotional Thinking comprised two subscales¡Xthe intrapersonal and the interpersonal intelligence of emotion. The employed methods included Descriptive Statistics, t-test, ANOVA, MANOVA, Cannon Correlation Analysis, and Discriminate Analysis. The main findings of this study were as follows: 1. The students¡¦ development of intrapersonal and interpersonal intelligence, critical-thinking skills, critical-thinking dispositions, and emotional intelligence were above the average. 2. The females outperformed the males in both the intrapersonal and interpersonal intelligence of emotion. 3. There were no significant differences on the EQ scores among the three grade levels. 4. The higher educational level the students¡¦ parents had, the better the students¡¦ EQ were. 5. There was a significant canonical correlation between the two kinds of intelligences and the eight factors of EQ. 6. There was a significant canonical correlation between the independent variable set and the eight factors of emotional intelligence. The independent variable set included gender, grades, the parents¡¦ educational level, intrapersonal intelligence, interpersonal intelligences, critical-thinking skills, and critical-thinking dispositions 7. The level of students¡¦ EQ could be effectively predicted by their critical-thinking skills and critical-thinking dispositions. Among the three levels of EQ, the middle level was predicted with the highest accuracy. The finding revealed that high critical-thinking skills and high critical-thinking dispositions required at least an average level of EQ. Therefore, critical-thinking is essential to EQ. Finally, some suggestions for instruction and further research were proposed.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 134-145). Available also in a digital version from Dissertation Abstracts.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 77-89).

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 111-117).

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains v, 150 p. Includes abstract. Includes bibliographical references (p. 125-134).

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