The purpose of this study was to examine the effect of elementary school students¡¦ positive emotion and assess the similarity and difference among different background students while they attending this quasi-experimental study. A nonequivalent pretest-posttest design was conducted on this study. The experimental group students who were taught by 9-weeks of ¡§Inquiry Teaching¡¨; on the other hand, the control group students who were taught by the traditional teaching method. During the beginning and end of courses, all participants conducted investigator-developed instrument ¡§Elementary School Students Positive Emotion Scale¡¨. In addition, 6 target students with more improvement scores on the post-test of positive emotion scale were recruited a follow-up interview for finding the effects of inquiry teaching project. Independent-samples t-test, paired-samples t-test, one-way ANOVA, and ANCOVA were conducted for comparing the similarity and differences between two groups. A theme content analysis was conducted to analyze the qualitative data. The major findings are as follows: 1.After the use of ¡§Inquiry Teaching¡¨, the experimental group students¡¦ self-confidence score is significantly higher than the control group¡¦s. 2.The experimental group students¡¦ ¡§self-confidence¡¨ score is significantly higher than ¡§optimistic¡¨ or ¡§gratitude¡¨. 3.The experimental group moderate academic achievers present significantly more improvement on self-confidence than those of the highest academic achievers. According to those significant findings, educational recommendations and suggestions are also provided toward teachers and researchers who can discussfurther .

The aim of the research is to explore the impact factors that the students of the private high school may consider. By so doing, we can understand the significant points that the private high school students may consider on the one hand and whether there exists any differences among the impact factors of choosing school from their diversity of backgrounds on the other hand. The survey is used in the research as the methodology; a survey tool is designed as ¡§The Impact Factors of the 12th and the 13th Grade Students in School Choosing.¡¨ The participants of the research are the 12th and the 13th grade students in a private school in Kaohsiung City. The data obtained would be further analyzed in terms of descriptive statistics, t-test, one-way ANOVA, and so on. The research discovers that: I. The ¡§curriculum and teaching factor¡¨ is the most significant among the impact factors of the private high school students in their school choosing. II. In the item of ¡§key person¡¦s factor¡¨ of the private high school students in their school choosing, ¡§my own choice¡¨ is the most significant. III. In the item of ¡§curriculum and teaching¡¨ of the private high school students in their school choosing, ¡§teacher¡¦s hardworking¡¨ is the most significant. IV. In the item of ¡§school counseling factor¡¨ of the private high school students in their school choosing, ¡§the peers¡¦ good relationship¡¨ is the most significant. V. In the item of the ¡§environmental equipment factor¡¨ of the private high school students in their school choosing, ¡§the air conditioning in the classroom¡¨ is the most significant. VI. In the item of ¡§the school marketing factor¡¨ of the private high school students in their school choosing, ¡§the reasonable tuition¡¨ is the most significant. VII. The science-majored private high school students consider the ¡§counseling factor¡¨ and the ¡§school marketing factor¡¨ more than the humanities-majored students do. VIII. The male private high school students consider the ¡§curriculum and teaching factor¡¨ and the ¡§counseling factor¡¨ more than the female students do. IX. The private high school students whose father¡¦s education is ¡§more than graduate school¡¨ consider the ¡§counseling factor¡¨ more than those whose father¡¦s education is ¡§college or university¡¨ do. X. The private high school students whose mother¡¦s education is ¡§college or university¡¨ consider the ¡§key person¡¦s factor,¡¨ ¡§curriculum and teaching factor,¡¨ and ¡§counseling factor¡¨ more than those whose mother¡¦s education is ¡§less than the (vocational) high school¡¨ do. XI. The private high school students whose mother¡¦s education is ¡§less than the (vocational) high school¡¨ consider the ¡§school marketing factor¡¨ more than those whose mother¡¦s education is ¡§more than graduate school¡¨ do. XII. The private high school students who live in ¡§the suburban area¡¨ in their school choosing factors consider ¡§the environmental equipment factor¡¨ more than those who live in ¡§the urban area of Fongshan District¡¨ do. According to the results, the research attempts to propose student recruiting strategies for the private schools.

No description available.

Achievement goal research in physical education (PE) settings relies heavily on the traditional dichotomous achievement goal framework. Few studies use the trichotomous or 2*2 achievement goal model to explore and examine high school students?? achievement goals and behaviors in PE settings. Additionally, few studies to date have examined social and achievement goals simultaneously for high school students in PE settings. The purposes of this study were to: (1) examine whether the trichotomous and 2*2 achievement goal models reported in university undergraduate classrooms are appropriate in high school PE classes and (2) examine achievement goals and social goals simultaneously to see how they impact students?? persistence/effort toward physical education. The results revealed that the 2*2 model is appropriate for high school students in PE settings and provides a better fit to the data than the trichotomous model. The results also revealed that social responsibility goals represent the greatest contributor to students?? persistence/effort toward physical education. This is followed by masteryapproach goals, mastery-avoidance goals, and performance-approach goals. Performance-avoidance goals and social relationship goals did not significantly affect students?? persistence/effort toward physical education. Based on the findings, we advocate using both achievement and social goals when examining student motivation and achievement in high school physical education.

The development of Arts is an important sign of the evolution in a country. The arts accomplishment of the public can be observed by their attendance and support of the arts activities in their leisure lives. One¡¦s habit of participating in arts activities should be developed from the childhood. Accordingly, the goal of this study is to understand the influencing factors of children¡¦s willingness in appreciating arts performance and then to enhance their inclination and interests of admiring arts. This study sorts out related references about children¡¦s leisure activities and arts performances. The three independent variables are individual, family and school. Moreover, the dependent variables are volition, frequency and style in the behavior of appreciating arts activities. Firstly, the study begins with self- designed questionnaires to carry out quantity surveys. The mother groups are the public primary school students in Kaohsiung. Sixteen schools are drawn out from the mother groups, and the subjects are two classes of students from each school: one from the middle grade and one from the high grade. A total of 1024 questionnaires are sent out, and 923 of them are the valid ones to exam hypothesis by means of statistic analysis. Secondly, this research uses the content of the questionnaires as the interview outline. The five interviewees from the industries, governments and academic fields are interviewed as the quality study. At last, after contrasting the results of quality research with those of the quantity research, the conclusions are as follows. Lots of primary school students¡]62.1¢H¡^ in Kaohsiung are inclined to anticipate the arts activities. Most of them have these experiences one to three times in 2008. The art styles which they appreciate most often are music, dance, drama and traditional drama in turn. Among individual background factors, those that significantly influence students¡¦ appreciating arts behavior are ¡§gender¡¨ and ¡§interest in arts¡¨. Some influence are grade and experience of learning arts. Among the family background factors, ¡§background of family members¡¨, ¡§support from parents¡¨ and ¡§transportation convenience¡¨ have obvious influence on the students¡¦ willingness in appreciation of arts. Howerever, family social-economic background factor do not have much influence. Among the school background factors, factors that make an influence on the students¡¦ appreciation of arts performances are ¡§instruction of the teachers¡¨ and ¡§interaction between pupils¡¨. However, ¡§the location of the school¡¨ and ¡§arrangement of the courses¡¨ only make partial influence. At last, according to the results of the research, this study provides suggestion for schools , teachers , parents and performance groups.

Thesis (M.A.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains iv, 116 p. : ill. Includes abstract. Includes bibliographical references (p. 106-108).

Thesis (M. Journ.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 29-35).

Thesis (M.E.)--B.Y.U. Dept. of Personnel and Guidance. / Electronic thesis. Also available in print ed.

Thesis (M.A.)--Kent State University, 2009. / Title from PDF t.p. (viewed Jan. 12, 2010). Advisor: Dr. David A. Purcell. Keywords: School Social Capital; Social Capital; School-Level Data; Race; Problem Behavior; Disciplinary Problems. Includes bibliographical references (p. 41-52).

Thesis (Ph. D.)--Oregon State University, 2002. / Typescript (photocopy). Includes bibliographical references (leaves 114-124). Also available on the World Wide Web.