Abstract The main purpose of this paper was to explore the effects of reading motivation and reading self-efficacy on Creative Thinking Instruction of picture storybooks for third grade students in elementary schools. The researcher adopted the ¡§Equivalent Control Group Pretest-posttest Design¡¨ of Quasi-experiments Research Method and used the third grade students of two classes in the Kaohsiung elementary school as samples. One class was assigned to the experimental group for the purpose of carrying out Creative Thinking Instruction of picture storybooks. Another class was the control group for the intention of proceeding Common Reading Instruction of picture storybooks. The research instrument of this paper included Elementary Reading Motivation Scale (Su-Zu Li, 1999) and Elementary Reading Self-efficacy Scale (Chih-Hsien Tu, 1998). In addition, the data was analyzed and tested by descriptive statistic, t-test, independent sample one-way ANCOVA, and product-moment correlation. The findings of the study were as follows: I.The influences of Creative Thinking Instruction of picture storybooks on students¡¦ reading motivation A.In the aspect of reading motivation, there was no significant difference between the experimental group and the control group before accepting Creative Thinking Instruction of picture storybooks. B.There was a significant difference in reading motivation between the students who accepted Creative Thinking Instruction of picture storybooks and the students who didn¡¦t. II.The influences of Creative Thinking Instruction of picture storybooks on students¡¦ reading self-efficacy A.In the aspect of reading efficacy, there was no significant difference between the experimental group and the control group before accepting Creative Thinking Instruction of picture storybooks. B.There was a significant difference in reading efficacy between the students who accepted Creative Thinking Instruction of picture storybooks and the students who didn¡¦t. III.There was a significant positive correlation between reading motivation and reading self-efficacy. According to the study results of above, the researcher offered the suggestions for the reference in educational applications and prospective studies as follows: I.If quantification and action research was operated together, the research benefit would be higher. II.Creative Thinking Instruction was subsumed in school-based curriculum. III.The research subject could be extensively discussed.

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The main goals of the present study were to examine the related factors of life adjument among elementary students. The study investigated the elementary students of the 6th grade during the 2006 school year within the Kaohsiung County, including 1041 students. ¡§Perceptual Parenting Style Scale of Elementary Students¡¨, ¡§Percep- tual Marital Relationship Scale of Elementary Students¡¨, ¡§Inventory of Parents Attach- ment¡¨, ¡§Interpersonal Relationship Scale of Elementary Students¡¨, ¡§Self-efficacy Scale of Elementary Students¡¨, ¡§Emotional Intelligence Scale of Elementary Students¡¨, and ¡§Life Adjument Scale of Elementary Students¡¨ were used. The results were ana- lyzed with descriptive statistics, T-test, one-way ANOVA, two-way ANOVA, Cano- nical Correlation, Stepwise Regression Procedure, and Structural Equation Modeling. The conclusion and findings were listed as follows: (1) The current situation of perceptual parenting style, perceptual marital relationship, parents attachment, family atmosphere, interpersonal relationship, self-efficacy, emotional intelligence, and life adjument of elementary students were great. (2) In the interpersonal relationship, self-efficacy, emotional intelligence, and life adjument of elementary students, girls were greater than boys. (3) In the perceptual parenting style, parents attachment, family atmosphere, and self- efficacy of elementary students, students with high socioeconomic status were better than low socioeconomic status. (4) There was a significant difference on the perceptual parenting style, perceptual marital relationship, parents attachment, family atmosphere, interpersonal rela tionship, self-efficacy, emotional intelligence, and life adjument among elemen- tary students of different parenting style. (5) In the perceptual parenting style, perceptual marital relationship, parents attachment, family atmosphere, interpersonal relationship, self-efficacy, emotional intelligence, and life adjument of elementary students, students with high level attachment were superior to low level attachment. (6) There was a interaction relationship in the self-efficacy, emotional intelligence, and life adjument of elementary students for two factors of sex and perceptual paren- ting style. (7) Canonical relationships were found among the family atmosphere, interpersonal relationship, self-efficacy, and emotional intelligence of elementary students. (8) Canonical relationships were found among the family atmosphere, interpersonal relationship, self-efficacy, emotional intelligence, and life adjument of elementary students. (9) The family atmosphere, interpersonal relationship, and self-efficacy of elementary students had an obvious predictability to the emotional intelligence. (10) The family atmosphere, interpersonal relationship, self-efficacy, and emotional intelligence of elementary students had an obvious predictability to the life adjument. (11) Subjects didn¡¦t fit with the model based on the relationships that the perceptual parenting style, perceptual marital relationship, parents attachment, interpersonal relationship, and self-efficacy of elementary students affected emotional intelligence and life adjument, and then emotional intelligence affected life adjustment. Based on the above findings, constructive suggestions were provided for the parents, teachers, and school authorities. Further research was also suggested.

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A number of theories and studies in sociology and psychology have asserted that self-efficacy is both the consequence and cause of our everyday life experiences. However, there is little empirical evidence to support the existence of intergenerational parallelism of self-efficacy between generations. And if it exists, then the processes by which self-efficacy is transmitted from parents to children is rarely documented in the literature. In addition, it is noteworthy to examine whether such intergenerational transmission of self-efficacy exists among different types of families, genders, or racial groups. In my dissertation, I intend to answer these inquiries by utilizing a longitudinal data set that incorporates information of three generations (grandparents, parents, and grandchildren) reporting their individual age, educational attainment, self-esteem, and self-efficacy, with both parent generation's self-efficacy and child generation's self-efficacy having been collected in the same developmental stage (early adolescence). In addition, parents also reported several aspects of their adulthood conditions and behaviors, including their occupation, substance use, parenting behaviors, educational expectation upon their children, and their self-efficacy in adulthood, which I introduce as mediating mechanisms of the intergenerational transmission of self-efficacy. Finally, I analyzed this model separately in terms of family structure (dual- or single-parent families), child's gender, parent-child gender dyads, and race/ethnicity. The results suggest that there exists intergenerational parallelism of self-efficacy, and parent generation's self-efficacy (in adolescence) is associated with parents' choices of conventional pathways towards adulthood. These conventional pathways that self-efficacious parents choose in turn exhibit a strong influence on the development of the child's self-efficacy. These findings are independent of other influences, e.g. the family's social economic status, race/ethnicity, ages of both generations, and family structure. The implications and contributions of this research are discussed in the last chapter.

The study was designed to obtain information that would be of value to secondary school personnel who provide career counseling and guidance to high school students preparing for post-secondary education, training, and employment. The study attempted to determine if African-American, Anglo, and Hispanic students varied significantly on characteristics that could potentially inhibit career decision-making. The characteristics investigated included career indecision and self-efficacy. Participants included 74 sophomore and senior students from three rural high schools in South Central Texas. Two research questions were investigated to determine if there were significant differences among Anglo, African-American, and Hispanic students on measures of career indecision and self-efficacy. A third research question was investigated to determine if significant differences existed on measures of career indecision and self-efficacy by ethnicity, gender, and grade level, as well as for the interaction of ethnicity, gender, and grade level. A supplementary analysis of the three research questions was conducted including school as an independent variable. The Career Decision Scale and Career Decision Self-Efficacy Scale were administered to the participants and the data were analyzed with ANOVA and MANOVA statistical tests. No significant differences were obtained for the three research questions. When the school variable was included in the data analysis, significant main effects differences were found for grade level on self-efficacy and for school on career indecision. The combination of ethnic groups, genders, and grade levels indicated significant differences for the interaction of gender and grade level on self-efficacy and for the interaction of ethnicity and gender on self-efficacy. Middle to high levels of career indecision were reported by 90% of the seniors and 79% of all students in the study. The researcher recommended that career interventions would be valuable to sophomores and seniors in helping them prepare for post-secondary career choices.

The current research aims to examine the relationship among emotional labor, leisure attitude, leisure motivation, and self-efficacy, and designates leisure motivation as mediator and self-efficacy as moderator. The research chose convenience sampling and sent out 400 questionnaires. 387 effective questionnaires were received and used STATA 8.0 to analyze descriptive statistics, reliability analysis, exploratory factor analysis, one way ANOVA, correlations and multiple regressions. The findings of the study as followed: 1. The employees of leisure service industry prefer to use the strategy of deep acting in the emotional labor. 2. Among all kinds of activities, ¡§entertaining activities¡¨ were found to be employees¡¦ favorite choices of their leisure activities. There are contradiction between leisure cognitions and leisure attitudes in employees¡¦ leisure attitude. The main motivation Stimulus avoidance is the main motivations of participating leisure activity. 3. There is a relationship between the emotional labor, leisure attitude, and leisure motivation. 4. There is a prediction between the emotional labor, leisure attitude, and leisure motivation. 5. Deep acting was significantly, positively related to beneficial result. Employees with higher organizational commitment and job involvement probably find the balance between work and leisure life.

The main purpose of this study is to investigate if bloggers¡¦ attachment style would affect their self-disclosure. In addition, the study also examines if bloggers¡¦ social support would affect blogger¡¦s self-efficacy to self-disclose, if self-disclosure would affect Internet interpersonal satisfaction. The results show that social support has positive effect on blogger¡¦s self-efficacy to self-disclosure, and blogger¡¦s self-efficacy to self-disclose has positive effect on self-disclosure and Internet interpersonal satisfaction. The results also show that bloggers of the secure attachment style have higher score than avoidant and anxious attachment styles on self-efficacy, self-disclosure, and Internet interpersonal satisfaction.

The main purpose of the study treats of the variable effects on general subordinates' consciousness arising between transformational leadership and organizational commitment, with subordinate's self efficacy and emotional intelligence as moderator variables. The statistic by issuing out questionnaire quantitated via network and getting back available 230 samples obviously unearths a positive interrelation. The higher subordinates' consciousness of transformational leadership results in the higher subordinates' consciousness of organizational commitment; however neither subordinate's self efficacy nor emotional intelligence has no interference in transformational leadership and organizational commitment as well.

The increasing number of graduates from higher education program has arouse the discussion of its effect on Taiwan workers¡¦ competency and whether such booming production has advantages for graduates¡¦ first job search. Even though a large aggregation of literatures has been published and includes such vocational activities into turnover theories, social cognitive theory and so on, there has not been a explicate framework of combining internal and external factors with job search outcome. The study has achieved illustrate 2009 graduates¡¦ from department of business administrative perception of how the difference of their degrees interact with internal factor (self-efficacy), external factor (economic condition) and job search outcome (employment opportunity index). By adding valid scales into the existing job search framework, the study is able to conclude the discrepancy between master degree graduates and bachelor degree graduates scoring on different scales as well as the overall discrepancy the graduates¡¦ perception have against the actual facts in the contemporary job market. In sum, the findings in this study are as the following: 1. There are positive relationships between: education attainment vs. self-efficacy, level of external factor resistance, EOI; self-efficacy vs. level of external factor resistance, EOI; level of external factor resistance vs. EOI. 2. Master graduates have higher occupational self-efficacy, level of external factor resistance and EOI than the bachelor graduates. 3. Master graduates are likely to make overestimation on the amount of their first monthly payment and underestimation on the duration needed for their first job search.