The primary purpose of this study was to determine the effects of an interdependent group-oriented contingency on the MVPA levels of middle school students during the fitness portion of physical education lessons. Participants were randomly selected target students from three intact eighth grade classes. A combination of a delayed multiple baseline and changing criterion design was implemented to determine the effects of the intervention on students' MVPA levels (dependent variable). MVPA levels were measured using momentary time sampling with definitions from the System for Observing Fitness Instruction Time. The independent variable consisted of an interdependent group-oriented contingency program. When target students reached a physical activity level criterion, for a specified number of days, the whole group was rewarded with a choice of activities. Inter-observer agreement, using the scored-interval method (during 20% of the lessons), for students' MVPA levels was 95% (range 91-100%) and 86% (range 74-94%) for the teacher's instructional behaviors. Visual analysis of graphic data was used to demonstrate the functional relationship between the intervention and MVPA levels. The overlap of data points, mean level changes, trends, variability within and between conditions, and number of days that the criteria were attained by the target students were used to establish the experimental effects. A higher level of student MVPA was demonstrated in all classes, during all three units when the initial criterion level of the intervention was implemented. During the second level of intervention, higher MVPA levels were demonstrated in one of three units. Across all three units, when the intervention was in effect, target students attained the MVPA criteria 21 of the 27 days (78%). Post-checks, conducted three weeks after the withdrawal of the contingency program, revealed that MVPA levels decreased slightly while remaining above the level observed during baseline. / Graduation date: 1998

Thesis (Ed. D.)--University of Montana, 2006. / Title from title screen. Description based on contents viewed Mar. 30, 2007. Font 'DTXDZV+Blue RidgeSF' required for correct display of some characters. Includes bibliographical references (p. 88-104).

Thesis (Ph. D. in Leadership and Policy Studies)--Vanderbilt University, May 2007. / Title from title screen. Includes bibliographical references.

Thesis (M.A.) -- Central Connecticut State University, 2007. / Thesis advisor: David Harackiewicz "... in partial fulfillment of the requirements for the degree of Master of Science in PHysical Education and Human Performance" Includes bibliographical references (leaves 30-32). Also available via the World Wide Web.

Thesis (M.S.W.)--University of Hong Kong, 2003.

Thesis (M.A.)--University of Delaware, 2006. / Principal faculty advisor: Susan L. Miller, Dept. of Sociology. Includes bibliographical references.

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 120-131).

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Catherine Matthews; submitted to the School of Education. Includes bibliographical references (p. 158-188).

The purpose of this study is to investigate the effects of using moral-based cooperative learning on enhancing compassion, responsibility and honesty among elementary school students. A nonequivalent pretest-posttest design is conducted on this study. The experimental group students receive 11-week of ¡§Moral-based Cooperative Learning¡¨; On the other hand, control group students receive traditional teaching method. During the course, all participants response investigator-developed instrument ¡§Elementary School Students Moral Behavior Scale¡¨ . In addition, observation, daily student behavior records and follow-up individual interview are conducted to 6 target students with the high, moderate, and the low scores of moral behavior in the pre-test. Correlation, t-test, ANOVA and ANCOVA are conducted for comparing the similarity and differences between two groups. A theme content analysis is conducted to analyze the qualitative data. The major findings are as following: 1. After the use of ¡§Moral-based Cooperative Learning ¡¨,The experimental group students¡¦ moral behaviors, compassion and honesty are significantly higher than the control group students¡¦. 2. The experimental group students make more significant improvement of their moral behaviors on ¡§compassion¡¨and ¡§honesty¡¨ than ¡§responsibility¡¨. 3. The low score group students make more significant progress of their moral behaviors than the high and moderate score group students. 4. There is no significant difference on moral behaviors among students with different gender, birth order, social-economic status or family structure. 5. There is significant positive correlation among compassion, responsibility and honesty of experimental group students. According to those significant findings, educational recommendation and suggestions provide toward teachers and researchers be discussed .

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