The primary aim of this research was to determine whether the home environment of secondary school children has an influence on their academic performance. A literature study was done where the major aspects of the home environment were identified: family lifestyle, parental involvement and attitude, physical living conditions. An analysis of academic performance and the factors affecting it was done. A measuring instrument was developed in order to measure the home environment in terms of being positive or negative. The results of the empirical research indicated that while home environment and age do play a significant role in the academic performance of secondary school children, gender, maternal employment, and whether the child lives permanently with both parents, did not. The educational implications of the findings and the teacher's role are discussed, and guidelines regarding the development of a home environment conducive to better academic performance are given. / Psychology of Education / M. Ed. (Psychology of Education)

Thesis (MEdPsych)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: The issue of masculinity is complex, and many theories on how gender is constructed exist. The central premise of this study is that gender construction is the result of dynamic social interaction and, as such, a post-structuralist paradigm is ascribed to. The concept of multiple masculinities exists to explain the influences different contexts have on how masculine ideas are constructed. This is not a passive process and individuals are considered active creators of their own identity. However, research demonstrates that not all masculinities are equal. Hegemonic masculinity maintains its leading dominant position status through using strategies of power and dominance to maintain the pinnacle position of status in the hierarchy of masculinities. The purpose of this study is to listen to the narratives of pre-adolescent boys about masculinity. Post-structuralist and social constructivist ideas that meaning is fluid and open to change, is influenced by culture and the individual meanings that people make. This understanding provides the theoretical framework for this qualitative study. Through a narrative-inquiry design, meaning was made of the individual experiences of six boys within the context of a single-sex preparatory school. The narratives of these participants, purposively selected, were obtained using the data-collecting methods of interviews, a focus group and the construction of a collage. The analysed data was presented both in the form of the narratives of the participants and through a thematic analysis. The findings indicate that within this private, single-sex preparatory school context, multiple constructions of masculinity are formed, and they all appear to be constructed in relation to hegemonic notions of masculinity. It was found that fathers play an important role in the way in which boys construct their masculine identity. However, their peers and the school context also play a significant role. Further, the findings revealed that although hegemonic notions of masculinity in this context had a powerful impact on these participants’ construction of masculinity, there are indications some are challenging overt expressions of hegemonic masculinity and, as such, hold more complex, transitional constructs of masculine identity. / AFRIKAANSE OPSOMMING: Die kwessie rondom manlikheid is kompleks en daar bestaan baie teorieë oor hoe geslag gebou word. Die sentrale uitgangspunt van hierdie studie is dat die konstruksie van geslag ‘n resultaat van dinamiese sosiale interaksie is en dus aan 'n post-strukturalistiese paradigma toegeskryf word. As sodanig bestaan die konsep van verskeie vorme van manlikheid om te verduidelik hoe verskillende kontekste manlike idees beïnvloed. Dit is nie 'n passiewe proses nie. Individue word as aktiewe skeppers van hulle eie identiteit beskou. Navorsing toon egter dat nie alle vorme van manlikheid gelyk is nie. Hegemoniese manlikheid hou 'n dominante posisie in stand deur die gebruik van strategieë van mag en oorheersing; die hoogsteposisie van status in die hiërargie van manlikheid word dus gestaaf. Die doel van hierdie studie is om na die narratiewe van pre-adolessente seuns oor manlikheid te luister. Post-strukturalistiese en sosiale konstruktivistiese idees wat aandui dat bedoelings vloeibaar en veranderbaar is, afhangende van kultuur en die betekenis wat deur 'n individu daaraan geheg word, voorsien dus 'n teoretiese raamwerk vir hierdie kwalitatiewe studie. Deur die gebruik van ‘n narratiewe ondersoek-ontwerp, is die betekenis van die individuele ervaringe van ses seuns in die konteks van 'n enkel-geslag voorbereidende skool geevalueer. Die verhale van hierdie deelnemers, wat doelgerig geselekteer is, is verkry deur gebruik te maak van onderhoude, 'n fokus groep en die konstruksie van 'n collage as data insamelingsmetodes. Die geanaliseerde data is beide in die vorm van verhale van die deelnemers sowel as 'n tematiese analise aangebied. Die bevindinge dui daarop dat binne hierdie private, enkel-geslag voorbereidende skoolkonteks, verskeie konstruksies van manlikheid gevorm word en het telkens beblyk in verhouding tot hegemoniese idees oor manlikheid gebou te word. Daar is bevind dat vaders 'n belangrike rol speel in die wyse waarop seuns hul manlike identiteit konstrueer. Eweknieë en die skoolkonteks speel egter ook 'n belangrike rol in die konstruksie van geslag. Die bevindinge het verder aan die lig gebring dat, alhoewel hegemoniese idees oor manlikheid in hierdie konteks 'n kragtige uitwerking op hierdie deelnemers se konstruksie van manlikheid het, daar aanduidings is dat sommige van die deelnemers openlike uitdrukkings van hegemoniese manlikheid uitdaag en sodoende meer komplekse oorgang-konstrukte van manlike identiteit het.

This study examined the effects of frame-by-frame video-computerized feedback on competitive state anxiety, self-efficacy, effort, and baseball performance of high school players. Players were randomly assigned to one of three feedback conditions: (a) Hitting score, (b) Hitting score and frame-by-frame analysis of a mechanically correct swing, (c) Hitting score and frame-by-frame analysis of participant's swing and a mechanically correct swing. Once per week for six weeks, the players completed three questionnaires: (a) Hitting Self-Efficacy Scale, (b) Competitive State Anxiety Inventory-2C, and (c) Performance Effort Scale, and performed a hitting task. Results of the 3 (Group) x 6 (Trials) ANOVAs revealed no significant effects. This study does not support previous confidence-baseball hitting research.

The problem of this study was to determine if there was a difference in the self-concept of two groups of ninth-grade students when one group received the services of junior and senior students in a Peer Assistance and Leadership class. The results of the Piers-Harris Children's—Self—Concept Scale were used to determine the difference between the mean self-concept scores of the two groups and also to determine if there was a relationship between the criterion variable of the total self-concept score and eight predictor variables as identified by House Bill 1010: Limited English proficiency, age, school attendance, achievement scores two or more years below grade level in reading and mathematics on a norm-referenced test, failure to master any portion of the Texas Educational Assessment of Minimum Skills, failure in two or more subjects, grade retention, and eligibility for free or reduced-price lunch. A total of 105 students, 50 in the experimental group and 55 in the control group, participated. The findings revealed that there was no significant difference in the mean self-concept scores of the two groups. The correlation revealed that there were significant differences between self-concept and the variables of mathematics achievement scores, failing grades, and eligibility for free lunch.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-02-07T11:36:15Z No. of bitstreams: 1 GUILHERME SIQUEIRA ARINELLI.pdf: 1384658 bytes, checksum: 46cc261902803c69b4b051f85d57edac (MD5) / Made available in DSpace on 2018-02-07T11:36:15Z (GMT). No. of bitstreams: 1 GUILHERME SIQUEIRA ARINELLI.pdf: 1384658 bytes, checksum: 46cc261902803c69b4b051f85d57edac (MD5) Previous issue date: 2017-12-13 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / Assuming Vygotsky?s Cultural Historical Theory as the theoretical-methodological basis we comprehend counseling psychology as a process of promoting development rather than an end, as a place to reach. The present study is guided by the following question: what strategies can the psychologist use at school to contribute to the reflection of young people about future, work, and profession? We sought to investigate the potential of actions from psychologists in school that promote reflections about work and future. This intervention research was developed with students from the first year of high-school in a public state school, located on the outskirts of a large city in the interior of S?o Paulo. We organized weekly meetings that involved the appreciation and production of different artistic material, such as: films, photographs, paintings, drawings, and others; and, workshops with professionals who worked in areas chosen by students. The results reveal that the interaction among the psychologist, the teacher, and the adolescents, reflecting on the daily relations present in the public school space, impact on the constitution of the interest and participation of students in their activities. The conception of work for the youngsters of this research was directly associated with a pragmatic vision, which undermines the individual effort to the detriment of the collective. Therefore, we conclude that interest in not acquired but develops in interactions mediated by elements such as curiosity, approximation, availability, respect, implication, and recognition. The use of artistic expressions has proved to be a powerful instrument of action for the psychologist, capable of producing reflections that result in the expansion of consciousness. / Ao assumir a Psicologia Hist?rico-Cultural como base te?rico-metodol?gica, compreendemos que a orienta??o profissional ? um processo de promo??o de desenvolvimento e n?o um fim, enquanto lugar a se chegar. Com essa compreens?o, o presente estudo norteia-se pela seguinte pergunta: que estrat?gias o psic?logo pode utilizar na escola para contribuir com a reflex?o dos jovens sobre futuro, trabalho e profiss?o? Assim, buscou-se investigar o potencial de a??es do psic?logo na escola que se constituem como promotoras de reflex?es sobre o mundo do trabalho e o futuro. Esta pesquisa-interven??o foi desenvolvida com estudantes do 1? ano do ensino m?dio de uma escola p?blica estadual, localizada na periferia de uma grande cidade no interior de S?o Paulo. Foram realizados encontros semanais que envolveram a aprecia??o e a produ??o de diferentes materialidades art?sticas, a saber: filmes, fotografias, pinturas, m?sicas e desenhos; al?m de oficinas com profissionais que atuam em ?reas de interesse dos estudantes. Os resultados revelam que as intera??es entre o psic?logo, a professora e os adolescentes, refletindo sobre as rela??es cotidianas presentes no espa?o da escola p?blica, impactam na constitui??o do interesse e da participa??o dos alunos em suas atividades. A concep??o de trabalho, para os jovens dessa pesquisa, esteve diretamente associada a uma vis?o pragm?tica, sobressaltando o esfor?o individual em detrimento do coletivo. Portanto, conclu?mos que o interesse n?o ? adquirido, mas se desenvolve nas intera??es mediadas por elementos como a curiosidade, aproxima??o, disponibilidade, respeito, implica??o e reconhecimento. O uso de diferentes express?es art?sticas mostrou-se como potente instrumento de a??o do psic?logo, capaz de produzir reflex?es que resultam na amplia??o da consci?ncia.

A three-phase study was conducted. In the first phase, individual interviews were conducted with 15 secondary school teachers to develop indigenous items for assessing teacher burnout and lack of reciprocity. In the second phase, 187 secondary school teachers were included to determine the items of newly-developed instruments and to examine their psychometric properties. In the third phase, the aims were to examine the validity and reliability of each measurement, to analysis the relations between teacher burnout and demographic variables, and to explore the relationship among lack of reciprocity, ERI, meaning of life and teacher burnout in a sample of 509 teachers from 25 secondary schools in Changchun, China. / According to the relationship between teacher burnout and demographic variables, results indicated that younger teachers reported more EE and DP. Teachers of junior rank reported more burnout. Teachers who taught Chinese, mathematics and English reported more experience of EE than teachers who taught other subjects. / Based on the social exchange theory of burnout, the effort-reward imbalance (ERI) model, and the existential theory of burnout, the purpose of this research was to investigate the relationship among investment-reward imbalance, meaning of life, and burnout among Chinese secondary school teachers. As one of the key variables in this study, investment-reward imbalance included two operational definitions which were named lack of reciprocity and ERI. / Limitations, theoretical and practical implications of the findings were also discussed. / Results showed that, based on the Maslach Burnout Inventory, the newly-modified Burnout Measurement consisted of three subscales: emotional exhaustion (EE), depersonalization (DP), and reduced personal accomplishment (RPA). The self-developed Reciprocity Scale included three dimensions, namely, reciprocity in the relationship with students, intangible reciprocity in the relationship with the school, and tangible reciprocity in the relationship with the school. All measurements in this study were found to possess good validity and reliability. / Structural equation modeling was used to test a set of hypothetic models of the relationship among lack of reciprocity, ERI, meaning of life and teacher burnout. Results showed that, lack of reciprocity in the relationship with students positively influenced FE and RPA. Lack of intangible reciprocity in the relationship with the school was positively associated with RPA. Lack of tangible reciprocity in the relationship with the school was positively associated with EE. Among the three dimensions of lack of reciprocity, lack of reciprocity in the relationship with students is a more important predictor to teacher burnout than other components. ERI was positively associated with EE. Considering the two operational definitions of investment-reward imbalance in the prediction of teacher burnout, lack of reciprocity predicted RPA better than ERI, while ERI predicted EE better than lack of reciprocity. Meaning of life was negatively associated with EE, DP and RPA. In addition, results supported the hypothesis that EE influenced DP on the structure of teacher burnout. / 李歆瑤. / Advisers: Patrick S. Y. Lau; Alvin S. M. Leung. / Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0875. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 138-153). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Li Xinyao.

by Law Ning Chi. / Added t.p. in Chinese and English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / LIST OF TABLES --- p.iii / INTRODUCTION / Background of the study --- p.1 / Purpose of the study --- p.5 / Concept of humor --- p.6 / Concept of burnout --- p.8 / REVIEW OF RELATED LITERATURE / Humor / Some of the early humor theories --- p.11 / Humor in education --- p.14 / Measure of sense of humor --- p.20 / Burnout / Prevalence of teacher burnout --- p.22 / Symptoms of teacher burnout --- p.23 / Sources of stress and burnout --- p.25 / Measure of burnout --- p.27 / Humor and Burnout --- p.29 / METHOD / Measures --- p.33 / Hypothesis --- p.35 / Pilot Study --- p.36 / Main Study --- p.36 / RESULTS / Reliability of Instruments --- p.40 / General Comparisons --- p.40 / Relation between Humor and Burnout --- p.46 / Prediction of Burnout by Humor --- p.54 / DISCUSSION / Teacher Burnout Phenomenon in Hong Kong --- p.64 / "Teachers' Background Characteristics, Humor, and Burnout" --- p.64 / Humor and Burnout --- p.66 / Recommendations for Future Research --- p.68 / REFERENCES / APPENDICES

by Leung Wing-man Winnie. / Include questionnaire in Chinese. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 153-165). / Acknowledgements --- p.i / Abstract --- p.ii / Table of Contents --- p.iv / List of Tables --- p.viii / List of Figure --- p.x / Chapter CHAPTER ONE --- INTRODUCTION / Chapter 1.1 --- Background of the Problem --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.4 / Chapter 1.3 --- Significance of the Study --- p.6 / Chapter CHAPTER TWO --- LITERATURE REVIEW / Chapter 2.1 --- Single-sex vs. Co-educational Schooling --- p.9 / Chapter 2.2 --- Self-concept --- p.13 / Chapter 2.2.1. --- Definition of Self-concept --- p.15 / Chapter 2.2.2 --- Structure of Self-concept --- p.17 / Chapter 2.2.3 --- Sex Effects in Self-concept --- p.20 / Chapter 2.3 --- Sex-role Orientation --- p.23 / Chapter 2.3.1 --- Definitions --- p.23 / Chapter 2.3.2 --- Development of Sex-role Orientation --- p.25 / Chapter (a) --- Family --- p.25 / Chapter (b) --- School --- p.26 / Chapter 2.3.3 --- Structure of Sex-role Orientation --- p.29 / Chapter 2.3.4 --- Effects of Sex-role Orientation --- p.31 / Chapter 2.4 --- "Single-sex vs. Co-educational schooling, Self-concept, and Sex-role Orientation" --- p.34 / Chapter 2.4.1 --- Self-concept and Single-sex vs. Co-educational School- ing --- p.35 / Chapter 2.4.2 --- Sex-role Orientation and Single-sex vs. Coeducational Schooling --- p.37 / Chapter 2.4.3 --- Self-concept and Sex-role Orientation --- p.39 / Chapter 2.4.4 --- "Sex-role Orientation, Self-concept, Single-sex vs Co-educational Schooling" --- p.40 / Chapter 2.5 --- Summary --- p.43 / Chapter CHAPTER THREE --- METHODOLOGY / Chapter 3.1 --- Definitions --- p.46 / Chapter 3.1.1 --- School Type --- p.46 / Chapter 3.1.2 --- Self-concept --- p.46 / Chapter 3.1.3 --- Sex-role Orientation --- p.48 / Chapter 3.1.4 --- Academic Achievement --- p.48 / Chapter 3.1.5 --- Family Socio-Economic Status --- p.49 / Chapter 3.1.6 --- Social Exchange with Opposite Sex Peers --- p.49 / Chapter 3.2 --- Research Hypotheses --- p.50 / Chapter 3.3 --- Instruments --- p.53 / Chapter 3.3.1 --- Pilot Study --- p.55 / Chapter 3.3.2 --- Main Study --- p.57 / Chapter 3.4 --- Subjects --- p.58 / Chapter 3.5 --- Procedures --- p.61 / Chapter 3.6 --- Limitations --- p.61 / Chapter 3.7 --- Data Analysis --- p.62 / Chapter 3.7.1 --- School Type and Sex-role Type effects on Self-concepts --- p.62 / Chapter 3.7.2. --- School Type effect on Sex-role Type Distribution --- p.63 / Chapter 3.7.3 --- School Type effect on Social Contact with Opposite Sex Peers --- p.63 / Chapter CHAPTER FOUR --- RESULTS / Chapter 4.1 --- School Type and Sex-role Type effects on Self-concepts --- p.65 / Chapter 4.1.1 --- General self-concept --- p.66 / Chapter 4.1.2 --- Mathematics self-concept --- p.70 / Chapter 4.1.3 --- Verbal self-concepts --- p.74 / Verbal-Chinese self-concept --- p.74 / Verbal-English self-concept --- p.78 / Summary on Verbal self-concepts --- p.82 / Chapter 4.1.4 --- Social self-concepts --- p.83 / Relations with Opposite Sex Peers --- p.83 / Relations with Same Sex Peers --- p.87 / Relations with Parents --- p.90 / Summary on Social self-concepts --- p.94 / Chapter 4.1.5 --- Physical self-concepts --- p.96 / Physical Abilities self-concept --- p.96 / Physical Appearance self-concept --- p.100 / Summary on Physical self-concepts --- p.104 / Chapter 4.1.6 --- Summary --- p.105 / Chapter 4.2 --- School Type and Sex-role Type Distribution --- p.107 / Chapter 4.3 --- School Type and Contact with Opposite Sex Peers --- p.111 / Contact with Opposite Sex Peers in Activities Unrelated to School --- p.112 / Leisure --- p.114 / Intensity of Social Contact --- p.115 / Closeness with Opposite Sex Peers --- p.116 / Summary --- p.118 / Chapter 4.4 --- Summary of Results --- p.119 / Chapter CHAPTER FIVE --- DISCUSSION / Chapter 5.1 --- Singléؤsex Schooling vs Co-education: Different domains of self-concept --- p.121 / Chapter 5.1.1 --- General self-concept --- p.122 / Chapter 5.1.2 --- Mathematics self-concept --- p.123 / Chapter 5.1.3 --- Verbal self-concepts --- p.126 / Chapter 5.1.4 --- Social self-concepts --- p.127 / Chapter 5.1.5 --- Physical self-concepts --- p.130 / Chapter 5.1.6 --- Summary --- p.133 / Chapter 5.2 --- Single-sex Schooling vs Co-education: Sex-role Orientation --- p.135 / Chapter 5.3 --- Single-sex Schooling vs Co-education: Social Contact with Opposite Sex Peers --- p.136 / Chapter 5.4 --- Self-concepts: its relation to Sex-role Type --- p.139 / Chapter 5.5 --- "School Type, Sex-role Type and Self-concept" --- p.140 / Chapter 5.6 --- Summary --- p.142 / Chapter CHAPTER SIX --- CONCLUSION / Chapter 6.1 --- Summary of Findings --- p.145 / Chapter 6.2 --- Implications of Findings --- p.148 / Chapter 6.2.1 --- School Type --- p.148 / Chapter 6.2.2 --- Sex-role Type --- p.150 / Chapter 6.3 --- Directions for Future Research --- p.151 / REFERENCES --- p.153 / APPENDICES --- p.166 / Chapter A --- Bem Sex Role Inventory --- p.166 / Chapter B --- Self Description Questionnaire --- p.168 / Chapter C --- Pilot Questionnaire --- p.173 / Chapter D --- Final Questionnaire --- p.182

by Chow Hung Wai. / Added t.p. in Chinese. / Includes questionaire in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 122-141). / TABLE OF CONTENTS --- p.i / ACKNOWLEDGMENTS --- p.iv / ABSTRACT --- p.v / LIST OF TABLES --- p.vii / LIST OF FIGURES --- p.ix / Chapter CHAPTER I --- INTRODUCTION / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.8 / Chapter 1.3 --- Significance of the Study --- p.9 / Chapter CHAPTER II --- LITERATURE REVIEW AND THEORETICAL FRAMEWORK / Chapter 2.1 --- Concept of Leadership --- p.13 / Chapter 2.1.1 --- Definition of Leadership --- p.13 / Chapter 2.1.2 --- Overview of Major Approaches to Leadership --- p.16 / Chapter 2.1.3 --- Antecedents to and Outcomes of Leadership --- p.38 / Chapter 2.2 --- Concept of Teachers' Self Concept --- p.41 / Chapter 2.2.1 --- Development of Self concept Studies --- p.41 / Chapter 2.2.2 --- Definition and Formation of Self Concept --- p.44 / Chapter 2.2.3 --- Structure and Content of Self Concept --- p.46 / Chapter 2.2.4 --- Outcomes of Teachers' Self Concept --- p.57 / Chapter 2.3 --- Conception of the Study --- p.59 / Chapter 2.3.1 --- Principals' Leadership --- p.59 / Chapter 2.3.2 --- Teachers' Self Concept --- p.60 / Chapter 2.3.3 --- Principals' Leadership and Teachers' Self Concept --- p.61 / Chapter CHAPTER III --- RESEARCH METHODOLOGY / Chapter 3.1 --- Definitions --- p.67 / Chapter 3.2 --- Hypothesis of the Study --- p.69 / Chapter 3.3 --- Nature of the Study --- p.70 / Chapter 3.4 --- Unit of Analysis --- p.70 / Chapter 3.5 --- Instruments --- p.70 / Chapter 3.6 --- Sampling Design --- p.75 / Chapter 3.7 --- Analysis Design --- p.77 / Chapter 3.8 --- Limitations --- p.78 / Chapter CHAPTER IV --- RESULTS AND DISCUSSION / Chapter 4.1 --- "General Information of the Principals, Schools and Teachers" --- p.81 / Chapter 4.1.1 --- General Information of the Principals and the Schools --- p.81 / Chapter 4.1.2 --- General Information of the Teachers --- p.84 / Chapter 4.2 --- Preliminary Analysis --- p.87 / Chapter 4.2.1 --- Means and Standard Deviations of Teachers' Self Concept Measures --- p.87 / Chapter 4.2.2 --- Means and Standard Deviations of Principals' Transformational Leadership Measures --- p.88 / Chapter 4.2.3 --- Correlation between Variables of Teachers' Self Concept --- p.89 / Chapter 4.2.4 --- Correlation between Variables of Principals' Transformational Leadership --- p.93 / Chapter 4.2.5 --- Teachers' Demographic Characteristics and Self Concept --- p.95 / Chapter 4.2.6 --- "Principals' Demographic Characteristics, School Contextual Variables and Transformational Leadership" --- p.100 / Chapter 4.3 --- Main Analysis --- p.105 / Chapter 4.3.1 --- Correlation between Principals' Transformational Leadership Measures and Teachers' Self Concept Measures --- p.105 / Chapter 4.3.2 --- Relationship of Teachers' Self Concept to Teachers' Demographic Characteristics and Principals' Transformational Leadership --- p.108 / Chapter CHAPTER V --- CONCLUSIONS IMPLICATIONS AND RECOMMENDATIONS / Chapter 5.1 --- Conclusions --- p.113 / Chapter 5.2 --- Implications --- p.116 / Chapter 5.3 --- Recommendations --- p.118 / BIBLIOGRAPHY --- p.122 / APPENDIX A Summary of Cronbach Alpha and Validity for the Instruments --- p.142 / APPENDIX B Instrument used in the Main Study --- p.143

張秋芳. / "2006年8月" / 論文(哲學碩士)--香港中文大學, 2006. / 參考文獻(leaves 81-100). / "2006 nian 8 yue" / Abstracts in Chinese and English. / Zhang Qiufang. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (leaves 81-100). / Chapter 第一章 --- 緒論 --- p.1-4 / Chapter 1.1 --- 研究背景 --- p.1-2 / Chapter 1.2 --- 硏究目的 --- p.2-3 / Chapter 1.3 --- 研究意義 --- p.3-4 / Chapter 第二章 --- 文獻綜述 --- p.5-9 / Chapter 2.1 --- 作文批改的硏究 --- p.5-8 / Chapter 2.1.1 --- 硏究作文批改的方法 --- p.6 / Chapter 2.1.2 --- 硏究作文批改的焦點 --- p.5-6 / Chapter 2.1.3 --- 硏究作文批改的評語 --- p.6-8 / Chapter 2.1.4 --- 小結 --- p.7-9 / Chapter 2.2 --- 後設認知的理念(The concept of metacognition) --- p.9-18 / Chapter 2.2.1 --- 理念源起 --- p.9-10 / Chapter 2.2.2 --- "後設認知知識(knowledge of the cognition, metacognitive knowledge)" --- p.10-14 / Chapter (1) --- 陳述性知識(declarative knowledge) --- p.10-11 / Chapter I. --- 個體知識(person category) --- p.11 / Chapter II. --- 課業知識(task category) --- p.11-12 / Chapter III. --- 策略知識(strategy category) --- p.12 / Chapter (2) --- 程序性知識(procedural knowledge) --- p.12-13 / Chapter (3) --- 條件性知識(conditional knowledge) --- p.13-14 / Chapter 2.2.3 --- 後設認知調控(regulation of cognition) --- p.14-18 / Chapter (1) --- 計劃(planning) --- p.15 / Chapter (2) --- 信息處理策略（information management strategy) --- p.15-16 / Chapter (3) --- 監控(monitoring) --- p.16-17 / Chapter (4) --- 清除障礙策略(debugging strategies) --- p.17-18 / Chapter (5) --- 評估(evaluation) --- p.18 / Chapter 2.2.4 --- 小結 --- p.18 / Chapter 2.3 --- 後設認知的硏究方法及本硏究模式的依據 --- p.18-25 / Chapter 2.3.1 --- 問卷量表的模式 --- p.18-19 / Chapter 2.3.2 --- 訪談模式 --- p.19-23 / Chapter 2.3.3 --- 有聲思考模式 --- p.23-24 / Chapter 2.3.4 --- 小結 --- p.24-25 / Chapter 2.4 --- 文獻綜述總結 --- p.25-26 / Chapter 第三章 --- 研究方法 --- p.27-36 / Chapter 3.1 --- 研究對象 --- p.27-32 / Chapter 3.2 --- 研究工具 --- p.27-32 / Chapter 3.2.1 --- 批改工具：學生作文樣本 --- p.27-29 / Chapter (1) --- 作文次數 --- p.27-28 / Chapter (2) --- 年級 --- p.28 / Chapter (3) --- 水平 --- p.28 / Chapter (4) --- 體裁 --- p.28 / Chapter (5) --- 文體字數 --- p.28 / Chapter (6) --- 實驗前樣本處理 --- p.28-29 / Chapter 3.2.2 --- 分析工具：訪談問題 --- p.29-32 / Chapter (1) --- 訪談問題的理念依據 --- p.29-30 / Chapter (2) --- 訪談問題的設計特色 --- p.30 / Chapter (3) --- 訪談問題的樣本 --- p.31-32 / Chapter 3.3 --- 硏究程序 --- p.33-34 / Chapter 3.3.1 --- 教師批改作文的程序 --- p.33 / Chapter 3.3.2 --- 硏究員現場觀察記錄 --- p.33 / Chapter 3.3.3 --- 提問問題 --- p.34 / Chapter 3.3.4 --- 攝影及錄音 --- p.34 / Chapter 3.4 --- 硏究資料分析架構 --- p.34-35 / Chapter 3.5 --- 訪談資料的處理 --- p.36 / Chapter 3.5.1 --- 書面轉譯 --- p.36 / Chapter 3.5.2 --- 建立後設認知分析指標及編碼的過程 --- p.36 / Chapter 3.5.3 --- 後設認知分析指標及編碼的信度 --- p.36 / Chapter 第四章 --- 硏究結果報告及討論 --- p.37-72 / Chapter 4.1 --- 受試者個人的後設認知表現 --- p.37-52 / Chapter 4.1.1 --- 教師甲的個人檔案 --- p.37-40 / Chapter 4.1.2 --- 教師乙的個人檔案 --- p.40-43 / Chapter 4.1.3 --- 教師丙的個人檔案 --- p.43-48 / Chapter 4.1.4 --- 教師丁的個人檔案 --- p.48-52 / Chapter 4.1.5 --- 小結 --- p.52 / Chapter 4.2 --- 四位受試者相同、不同的後設認知表現 --- p.53-72 / Chapter 4.2.1 --- 非在線相同、不同的後設認知表現 --- p.53-59 / Chapter (1) --- 陳述性知識(declarative knowledge) --- p.53-59 / Chapter I. --- 個體知識(person category) --- p.53-54 / Chapter II. --- 課業知識(task category) --- p.55-56 / Chapter III. --- 策略知識(strategy category) --- p.56-57 / Chapter (2) --- 程序性知識(procedural knowledge) --- p.57-58 / Chapter (3) --- 條件性知識(conditional knowledge) --- p.58-59 / Chapter 4.2.2 --- 小結 --- p.59 / Chapter 4.2.3 --- 在線相同、不同的後設認知表現 --- p.60-72 / Chapter (1) --- 計劃(planning) --- p.60-61 / Chapter (2) --- 訊息處理策略(information management strategy) --- p.61-63 / Chapter (3) --- 監控(monitoring) --- p.63-67 / Chapter (4) --- 清除障礙策略(debugging strategy) --- p.67-71 / Chapter (5) --- 評估(evaluation) --- p.71-72 / Chapter 4.2.4 --- 小結 --- p.72 / Chapter 4.3 --- 後設認知硏究在作文批改範疇的獨特之處 --- p.73-75 / Chapter 4.3.1 --- 教師對批改對象的獨特之處 --- p.73-74 / Chapter 4.3.2 --- 教師對課業理解的獨特之處 --- p.74-75 / Chapter 4.3.3 --- 小結 --- p.75 / Chapter 4.4. --- 第四章總結 / Chapter 第五章 --- 總結 --- p.77-80 / Chapter 5.1 --- 硏究結果撮要 --- p.77_79 / Chapter 5.2 --- 硏究限制 --- p.80 / Chapter 5.3 --- 建議 --- p.79-80 / 參考書目 --- p.81-92 / 表格 / 表一 Straub(2000)歸納教師的批改的焦點及方式 --- p.7 / 表二 後設認知闡述以及教師批改作文行爲的後設認知槪念闡述 --- p.19-20 / 表三 訪談問題 --- p.31-32 / 表四 本硏究的程序以及模式 --- p.33 / 表五 資料分析架構 --- p.34-35 / 附錄文件 / 附錄一 Schraw &Dennison(1994)後設認知覺知指標（Metacognitive Awareness Inventory，MAI) --- p.93-95 / 附錄二 受訪者的分析結果 --- p.4份 / 註釋　　　　　　　　　　　　　　　　　　　　　　 --- p.96-100