The Relationships of Elementary School Student¡¦s Positive Thinking and Social Behaviors Abstract The purpose of this study was to explore the relationship between elementary student's positive thinking and social behaviors. Two hundreds and seventy-nine students were conveniently selected from 5 public elementary schools in Kaohsiung city. All participants completed the ¡§Positive Thinking and Social Skills Scale¡¨ in 2010. Descriptive statistics, t-test, ANOVA , pearson product-moment correlation and stepwise multiple regression analysis were conducted. In addition,4 students with the highest positive thinking score and the other 4 students with the highest social behavior were rescruited as the target students. Those students were interviewed while they accomplishing the survey. The main findings were as following¡J 1. There were significant differences on positive thinking between different graders. 2. There were gender significant differences on positive thinking total score. 3. There were significant differences on positive thinking and social behavior scores among different father education degrees children. 4. There were significant differences on positive thinking and social behaviors among social economic status fanilies children. 5. There were significant differences on positive thinking and social behaviors among father¡¦s practice styles children. 6. There were significant differences on positive thinking and interpersonal among mother¡¦s practice styles children. 7. "Gender" and " positive thinking" are significant predictors of social skills,which explained 49.6% of the variance . 8. Authoritative parenting practice of elementary children get a higher score in positive thinking and social behaviors. 9. Children with authoritarian or permissive father practice,who got lower scores in positive thinking and social behaviors. 10. Children with authoritarian mother practice,who got lower scores in positive thinking and social behaviors. According to those significantfinding, educational recommendation and suggestions provided toward teachers and researchers be discussed. Keywords¡Gpositive thinking¡Bsocial behaviors¡Belementary school students

The purpose of this cross-sectional study was to explore the significant predictors that related to adolescent¡¦s positive thinking and self-identity. Four hundreds and sixty-seven public junior high school participants from 3 different grade levels (i.e., seventh-grade, eighth-grade, and ninth-grade) completed a questionnaire on Adolescent Self-awareness Scale(ASS). The ASS included Background Questionnaire, Positive Thinking Scale, and Self-identity Scale. Moreover 5 junior high school students with the highest total scores on positive thinking and self-identity, and additional 5 with the lowest total scores on positive thinking and self-identity were recruited as target students for individual interviews to find their common background factors. Descriptive statistics, t-tests, analysis of variance, Pearson correlation, and stepwise multiple-regression were conducted on the quantitative data. For the interview data, an inductive analysis was applied. The major findings are as follows: 1.The significant predictors for adolescents¡¦ Positive Thinking are subjective family atmosphere, physical leisure participation frequency, interpersonal relationships, and academic achievement. 2.The significant predictors for adolescents¡¦ Self-identity are subjective family atmosphere, interpersonal relationships, physical leisure participation frequency, and academic achievement. 3.Ninth-grade students¡¦ Positive Thinking and Self-identity scores are significantly lower than seventh-grade and eighth-grade students. 4.Adolescents with more harmonious family atmosphere prescent significantly higher scores on Positive Thinking and Self-identity. 5.Adolescents with better interpersonal relationship obtain significantly higher Positive Thinking and Self-identity scores than their counterparts. 6.Adolescents who often involved in physical leisure participation present significantly higher Positive Thinking and Self-identity scores than these less involved in physical leisure participants. 7.Adolescents with high positive thinking and high self-identity scores present the following characteristics: better academic achievement, harmonious family atmosphere, good interpersonal relationships, and leisure in physical participation. 8.Adolescents with low positive thinking and low self-identity scores present the following characteristics: lower academic achievement, inharmonious family atmosphere, bad interpersonal relationships, and leisure engagements in non-physical participation. 9.There are significant correlations between adolescents¡¦ Positive Thinking and Self-Identity.

The aim of this thesis is to investigate if the use of accounting teaching strategies promote junior high school students¡¦ perception of finances,self-regulation and positive thinking. The researcher chooses two classes, 76 eighth graders in a junior high school in Kaohsiung city ,as an experimental group to conduct the treatment by the method of spot sampling. In the treatment, students are asked to record how they spend their pocket money and they also take course named¡¥Be A Happy Money Manager¡¦. Then, the researcher also chooses two classes,inclusive of 77 eighth graders in the same school as a baseline group. The baseline group only takes the course named¡¥Be A Happy Money Manager¡¦ , not recording their spending. Besides, two other classes which include 78 eighth graders in the same school are selected as the control group.The group neither takes a course nor makes any records of their spending. The experiment contains eight-week recording of spending,one-week accounting analyzing teaching,and one-week ¡¥Be A Happy Money Manager¡¦course. Before and after the experiments,all of the participants are asked to fill out a questionnaire designed by the researcher.The questionnaire named¡¨Junior High School Students¡¦Perception of Finances,Self-regulation and Positive Thinking Questionnaire¡¨aims to realize the participants¡¦ transformation in the perception ofFinances,self-regulation and positive thinking. Additionally, six participants under this treatment are interviewed by the researcher to prove the cosequence. First, the researcher adoptes data analysis methods inclusive of descriptive statistics, independent-samples t test,one-way ANOVA to distinguish the discrepancy of different participants¡¦ performance of perception of finances, self-regulation and positive thinking. Second,the ANCOVA is used after the treatment to test the diffenences among experimental group,baseline group and control group. Finally, subjects of the content is used to analyze the six participants in the experimental group,which attempts to evidence the students¡¦ transformation in the perception of finances,self-regulation and positive thinking . The findings from the study are summarized as follows: (1) Financial perceptions of participants from diffenent kinds of backgrounds or having different money experiences existed statistically significant differenences. (2)There is a low to medium statistically significant positive relation between money attitude and comsuption behavior. Financial perceptions of participants are statistically significant relative with self-regulation and positive thinking. (3)After this treatment, there is statistically significant improvement of the participants in the experimental group.As to money attitude, participants in the experimental group do not regard money as the symbol of success but they would like to seek better services by paying more money . (4)In the aspect of the confidence of positive thinking, there is statistically significant advance of the participants in the experimental group.

The purpose of this study was to explore the relationship between academic procrastination, self-regulation and positive thinking. Five hundreds and sixty three college students from Taiwan were selected by stratified sampling. The participants completed the ¡§Questionnaire of College Students' Academic Procrastination (QCSAP),¡¨ ¡§The Self-Regulation Questionnaire (SRQ)¡¨ and ¡§Positive Thinking Scale (PTS).¡¨ Descriptive statistics, t-tests, multivariate analysis of variance, pearson correlation, and path analysis were conducted on the quantitative data. In addition, content theme analysis was used to assess the motivation and disturbance of academic procrastination of college students. The findings from the study were summarized as follows: 1. Near 70% college students procrastinate their academic tasks and 57.4% students were bothered by academic procrastination. 2. Senior college students presented significantly higher score in "the ability to meet the deadline" than junior college students. 3. Students from National universities presented significantly lower score on ¡§active academic procrastination¡¨, ¡§ability to meet the deadline¡¨ and ¡§outcome satisfaction¡¨ than those from private universities and universities of technology. 4. Low GPA students had significantly higher scores on "fear of failure" and "task aversiveness" than those high GPA group counterparts. 5. Female college students had significantly higher score on "perfectionism" than their male counterparts. 6. Students from private universities of technology had significantly higher score on self-regulation and positive thinking than those from general universities. 7. Self-regulation was positively correlated with positive thinking. 8. Active academic procrastination can either directly predict college students¡¦ positive thinking or indirectly through self-regulation as a mediator. 9. Passive academic procrastination can significantly predict college students¡¦ self-regulation. 10. College students' academic procrastination motives were "task aversiveness," "laziness," "fear of failure" and "perfectionism." 11. The disturbance of academic procrastination of college students were categorized into three parts: "psychological," "physical," and "academic." Implications of these findings for higher education are discussed.

The purpose of this study was to investigate the significant differences and relations of elementary schools¡¦ students¡¦ positive thinking, personality traits, and creativity. Five hundred and twenty-nine elementary schools¡¦ students were stratified random sampling from Kaohsiung City. All participants completed the instruments of The Elementary School Student Positive Thinking Scale (ESPTS), The Big Five Inventory and Torrance Tests of Creative Thinking (TTCT). A confirmatory factor analysis, t-tests, analysis of variance (ANOVA), and Pearson product-moment correlation were conducted to assess the similarities and differences among different background variables. The main findings were as follows: 1. Girls¡¦ positive thinking means was significantly higher than the boys. 2. The first born children¡¦s positive thinking mean score was significantly higher than the other born orders children. 3. Students who living with parents presented significantly higher positive thinking means than these students who living with grandparents or elder. 4. Children came from father with democratic practice presented significantly higher positive thinking scores than these children with authoritarian father practices. 5. Girls¡¦ mean score on Agreeableness and Openness was significantly higher than the boys. 6. The single child¡¦ mean on Openness presented significantly higher than the first-born children and later-born children 7. Fourth graders¡¦ mean on creativity-fluency and creativity-originality was significantly higher than the 6th graders. 9. The single child¡¦s creativity mean was significantly higher than the other born order children. 10. Students¡¦ life-satisfaction means score was significant correlation with Creativity score. 11. Students¡¦ positive thinking was significant correlation with their Big-five personality score. 12. Students¡¦ Extraversion and Openness means were significant correlation with their Creativity. Implications of these findings for classroom instructions and future related researches are discussed. Key Words: elementary school student; positive thinking; personality traits; creativity.

I am investigating a New Age spiritual movement called the Law of Attraction that has been the source of recent media attention due to the recent publication of a self-help book called The Secret. The book investigates this phenomenon, which is a theory that takes positive thinking to the extreme. The theory states that reality can be literally manifested through one's thoughts. I am interested in this trend because it supports consumerist values, entrepreneurship, and self-actualization while using socialist rhetoric to promote capitalist values. I am also interested in the implications that this rhetoric holds for women and marginalized groups. I will investigate how the theory draws on quotes from spiritual leaders, famous scientists, and revered world figures and abstracts their meanings by placing them in a paradigm for their own use. I will also look at how they use the authority of science and an appeal to traditionally Christian language to promote blind faith in this principle. I will look at how this movement positions consumerism and consumption as a means of self-actualization and spiritual salvation and analyze how the theory lends itself to the ideals of capitalism. Finally, I will emphasize how the Law of Attraction disregards women and marginalized groups by ignoring systemic restrains by focusing only on the power of the individual with a blatant disregard for social institutions and systems. This project will be a textual rhetorical analysis that will incorporate an ethnographic study, textual analysis, and a critical theoretical approach to theory. The goal of this project is to interrogate a contemporary self-help and New Age spiritual movement that is symptomatic of the contemporary preoccupation with self-actualization and the discourse of positive-thinking.

This work deals with positive thinking and its impact on quality of the life. The theoretical part describes positive thinking, what affects it, and if is the possibility to change the thinking. It further describes concept of quality of the life and with it the most associated term the Health. In following chapters, I deal with concepts of optimism, pessimism, and the conclusion of theoretical work form chapters about failure, success and goals.The practical part contains data obtained from the questionnaire, which is aimed on finding the quality of life. To determine the quality of life was used assessment method named SEIQoL (KŘIVOHLAVÝ, 2001). Another part of the research includes interviews with selected individuals and finding a way of thinking by using the scale of prevailing way of thinking (Slezáčková, 2012). In selected individuals are results of SEIQoL methods compared with the results of the scale prevailing way of thinking.

The diploma thesis is focused on the psychological burden in the profession of a teacher of economic branches. The aim is to examine the issue of psychological stress of teachers, to compare the main stress causes of high school and college teachers and to find out which psycho-hygienic methods are most effective for coping with psychological stress. The theoretical part deals with the characteristics of the psychological burden of teachers, the definition of the main stressors, the stress of the teachers, and the selected techniques of psycho-hygieny. Based on a survey in the empirical part, we compare the causes of psychological stress of high school and college teachers of economic fields, identify the largest sources of stress and compare the effectiveness of psycho-hygienic methods. At the end of this work is an assessment of the current situation and recommendations to the teachers of economic.

This thesis provides details about historical background of American Transcendentalism, a theological, philosophical and literary tradition of the first half of the nineteenth century in United States and of New Age religion originating roughly at the turn of the same century and maturing in the 1970's in a form of the New Age movement. The work focuses on the influence of American Transcendentalism as one of the shaping factors, which contributed to the emergence of New Age. The attention is placed primarily on the work of Ralph Waldo Emerson. Through a detailed analysis of selected Emerson's essays parallels are drawn between the beliefs held by the Transcendentalists, mainly Emerson, and general beliefs shared with the New Age community. Following the historical development of both traditions, we discover the point of convergence, namely the New Thought movement originating in the second half of the nineteenth century.

The work is focusing on children personality development in the sense of developing ability to live meaningful life, positive thinking and programming of own goals. Theoreti- cally are described key laws of life that children learn through the completed project. This projecttakesintoaccountandusesthepsychologicalassumptionsofrelevantagegroup.The project also applies methods and techniques of dramatic education.The result of the project is evaluation of the successfulness and effectiveness from the long term perspective and thereforeitscontributioninrelationtochildrenandtheirabilitytolivetheirlivesmeaningfully. Keywords: Dramatic education, positive thinking, programming of own goals, personality develo- pment, self-perception, conscious intentions, the power of thoughts