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

by Chun-fat Lin. / Thesis submitted in: December 1997. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 95-108). / Abstract also in Chinese. / Abstract --- p.i / Acknowledgments --- p.iii / Table of Contents --- p.iv / List of Tables --- p.vii / List of Figures --- p.viii / List of Appendices --- p.viii / Chapter CHAPTER ONE --- INTRODUCTION / Chapter 1 --- Background of the Problem / Chapter 1.1 --- Stress and Secondary School Students --- p.1 / Chapter 1.2 --- Coping Behaviour of Secondary School Students --- p.2 / Chapter 1.3. --- Gender and Age Difference in Coping Behaviour --- p.3 / Chapter 1.4. --- The Influence of Family Environment on Coping Behaviour --- p.4 / Chapter CHAPTER TWO --- LITERATURE REVIEW / Chapter 2.1. --- Adolescent Coping / Chapter 2.1.1 --- Conceptualization of Adolescent Coping --- p.7 / Chapter 2.1.2 --- Situational and Dispositional Factors in Adolescent Coping --- p.10 / Chapter 2.1.3 --- Development of Adolescent Coping Instrument (COPE) --- p.12 / Chapter 2.2 --- Gender and Ethnic Differences in Coping / Chapter 2.2.1 --- Coping Behaviour of Males --- p.14 / Chapter 2.2.2 --- Coping Behaviour of Females --- p.15 / Chapter 2.2.3 --- Age Differences in Coping --- p.18 / Chapter 2.2.4 --- Ethnic Differences in Coping --- p.20 / Chapter 2.3 --- Family Environments and Adolescent Coping / Chapter 2.3.1 --- Family Environments as Sources of Stress and Support --- p.22 / Chapter 2.3.2 --- The Influence of Parenting Styles on Adolescent Coping --- p.25 / Chapter 2.3.3 --- The Influence of Family Environments on Adolescent Coping --- p.27 / Chapter 2.3.3.1 --- Family Environment Scales ( FES ) --- p.29 / Chapter 2.3.3.2 --- Relationships Between Family Environment Subscales and Coping Strategies --- p.31 / Chapter 2.3.3.3 --- Relationships Between Family Environments and Coping Strategies --- p.34 / Chapter 2.4 --- "Chinese Confucian Culture, Family Relations and Adolescent Socialization" / Chapter 2.4.1 --- Essences of Chinese Confucian Culture --- p.38 / Chapter 2.4.2 --- Family Structure and Adolescent --- p.39 / Chapter 2.4.3 --- Adolescent Socialization in Family Context --- p.40 / Chapter CHAPTER THREE --- RESEARCH METHODOLOGY / Chapter 3.1. --- Overview of the Study --- p.44 / Chapter 3.2 --- Significance of the Study --- p.44 / Chapter 3.3. --- Subjects / Chapter 3.3.1 --- Pilot Study --- p.48 / Chapter 3.3.2 --- Main Study --- p.49 / Chapter 3.4 --- Instruments / Chapter 3.4.1 --- COPE --- p.49 / Chapter 3.4.2 --- Family Environment Scale (FES) --- p.52 / Chapter 3.5 --- Procedure --- p.54 / Chapter CHAPTER FOUR --- RESULTS / Chapter 4.1 --- Descriptive Statistics of the Whole Sample --- p.56 / Chapter 4.2 --- Coping Strategies of Adolescents / Chapter 4.2.1 --- Rank Order of Question Items of COPE --- p.57 / Chapter 4.2.2 --- Descriptive Statistics of COPE --- p.60 / Chapter 4.2.3 --- Gender and Age Difference in Coping --- p.62 / Chapter 4.2.3.1 --- Gender Difference in Coping --- p.62 / Chapter 4.2.3.2 --- Age Difference in Coping --- p.64 / Chapter 4.3. --- Family Environments Perceived by Adolescents --- p.66 / Chapter 4.4 --- Family Environment Types (FETs) / Chapter 4.4.1 --- Demographic Information of FETs --- p.68 / Chapter 4.4.2 --- Description of FETs Based on FES Subscales --- p.70 / Chapter 4.5 --- Family Environment Types and Coping Strategies --- p.74 / Chapter CHAPTER FIVE --- DISCUSSION / Chapter 5.1 --- Coping Strategies of Adolescents --- p.77 / Chapter 5.2 --- Family Environments Perceived by Adolescents --- p.79 / Chapter 5.3 --- Relationship between Coping Strategies and Family Environments --- p.80 / Chapter 5.4 --- Family Environment Types --- p.81 / Chapter 5.5 --- Family Environment Types and Coping Strategies --- p.82 / Chapter 5.5.1 --- Expressive FET --- p.83 / Chapter 5.5.2 --- Conflictual-Controlling FET --- p.84 / Chapter 5.5.3 --- Permissive FET --- p.84 / Chapter 5.5.4 --- Cohesive-Organized FET --- p.85 / Chapter 5.5.5 --- Crucial Role of Control in FETs --- p.86 / Chapter 5.6 --- Implications of Findings --- p.87 / Chapter 5.7 --- Limitations of the Study --- p.91 / Chapter 5.8 --- Directions of Future Research --- p.92 / REFERENCES --- p.95 / APPENDICES / Appendix 1 Number of Items and Descriptions of Items of COPE Subscales --- p.109 / Appendix 2 Number of Items and Descriptions of Items of FES Subscales --- p.110 / Appendix 3 Reliability Coefficients of COPE in Other Studies --- p.111 / Appendix 4 Inter-correlations between subscales of COPE --- p.112 / Appendix 5 Reliability Coefficients of FES in Other Studies --- p.113 / Appendix 6 Inter-correlations between subscales of FES --- p.114 / Appendix 7 Inter-correlations between subscales of FES and COPE --- p.115

The problem of this study was to determine if there were differences in perceived attitudes of self-concept between young people who returned to alternative education after dropping out of public education and educationally disadvantaged at-risk youth in Coordinated Vocational Academic Education (CVAE) classes as measured by the Piers-Harris Children's Self-Concept Scale. The hypotheses formulated for the study predicted no significant difference in mean attitude self-concept scores of returned dropouts to alternative schools and CVAE students enrolled in junior high school preemployment laboratories and high school students enrolled in Cooperative Education classes as measured by the Piers-Harris scale; and no significant change in mean attitude self-concept scores of former dropouts enrolled in alternative education centers and CVAE students as measured by the Piers-Harris scale over a two-month period utilizing an extended Solomon Four-Group Design, with and without the treatment. The scale was administered to 351 students from junior high and high school CVAE classes in Ector County (Odessa), Fort Stockton, and Midland Independent School Districts and alternative schools in Denton, Fort Stockton, Midland and Odessa, Texas. The self-concept scores were treated for significance by an analysis of variance. Findings were that all groups tested scored within the age range, junior high school CVAE students scored lowest, but not significantly lower (p > .05); and junior high school CVAE students, alternative school students, and high school CVAE students all had a slight increase in self-confidence scores over the two-month period. All null hypotheses were retained. It was concluded that, overall, junior high school CVAE students, former dropouts who returned to an alternative school, and high school CVAE students possessed positive self-concepts that were above the national mean for the scale; and that CVAE classes enhance the self-concept of academically disadvantaged students in Cooperative Education classes.

1598 students (from Primary 2 to Primary 4) participated in Study One on prevalence. Data on internalizing problems were collected using the Child Behaviour Checklist (CBCL). The overall prevalence rate in the current sample was 11.4 percent. Association between children's internalizing problem and mother-child relationship was assessed using the Parent-Child Relationship Questionnaire (PCRQ). Warmth in PCRQ had the highest negative correlation with Anxious/Depressed in CBCL. / Early identification of internalizing problems in young children is important as internalizing behaviour may intensify over time and lead to psychiatric disorders (e.g., Seligman & Ollendick, 1998), or even suicide (e.g., Lewinshon, Rohde, & Seeley, 1998). The internalizing problems of Hong Kong young children also reached an alarming point. A recent survey released by the Hong Kong Association for Careers Masters and Guidance Masters (HKACMGM) in late 2005 indicated that around 75 percent of primary school children considered themselves unhappy in their daily life. The present research looked into the internalizing problems among Hong Kong primary school children. It consisted of two studies. Study One was on the prevalence of childhood internalizing problems, and its association with mother-child relationship. Study Two was a treatment outcome research on the effectiveness of different intervention programs for these children. Three interventions were compared with the waitlist control group in order to identify the effectiveness of interventions on reducing internalizing symptoms, enhancing mother-child relationship, and increasing self-esteem. These interventions were: FRIENDS (cognitive-behavioural approach), THERAPLAY (relationship-based approach), and COPE (an integrative approach). / In general, this research was among the first few in Hong Kong on assessing the prevalence rate of internalizing problem and its association with mother-child relationship. The results on the impact of different interventions on children provided further insight to local practitioners in evaluating the characteristics of their intervention programs on these children. Limitations of this research were also discussed. / Results showed that intervention of any kind could help to reduce children's internalizing problems. Such reduction could, in general, be maintained to the follow-up period despite fluctuations in between. Three major findings on the intervention programs were highlighted. First, COPE, using an integrative approach, had the biggest drop in internalizing problems as measured by CBCL. Second, FRIENDS and COPE were particularly effective in enhancing warmth, disciplinary warmth (as seen by mothers) and personal relations (as reported by children). Third, THERAPLAY was reported to be effective in reducing children's social anxiety and in enhancing children's social self-esteem. / Study Two included 92 children whose CBCL score reached at least the cutoff point (i.e., they were considered as "high risk" for having internalizing disorders) and met the selection criteria for the treatment groups. These children and their mothers were randomly allocated either to one of the three treatment conditions (n=23, 22, 23 respectively) and completed an 8-session intervention program, or to a wait-list control condition (control group, n=24). Children completed the Reynold's Child Depression Scale (RCDS), Screening for Children Anxiety-Related Disorders (SCARED) Culture-free Self-Esteem Inventory (CFSEI) at pre- and post-intervention while mothers completed the Child Behaviour Checklist (CBCL) and the Parent-Child Relationship Questionnaire (PCRQ) at post-intervention. 1-month follow-up assessment on the above measures was conducted. Peer nomination was done at pre- and post-intervention as well as at 1-month follow-up time points to explore more on the impact of these interventions on children's social world. / Siu Fung Ying Angela. / "June 2006." / Adviser: David W. Chan. / Source: Dissertation Abstracts International, Volume: 69-01, Section: A, page: 0115. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (p. 162-180). / 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 English and Chinese. / School code: 1307.

University of Macau / Faculty of Education

published_or_final_version / Education / Master / Master of Education

Text in Afrikaans / The child in early middle childhood experiences certain developmental changes. He is absorbed in the foundation phase of the formal education system and parents are no longer the most important authoritative figures. Social interaction now also includes the school environment and peer groups start playing a very important role. To face the new challenges, the possession of EI skills is of cardinal importance. The ability to observe, recognise and understand personal and other people's emotions and to react correctly is now developed. The study, a quantitive research process, is directed by holism as the point of departure from the Gestalt approach in which `totality' is a key concept. According to this concept all situations in the child's terms of reference will influence his development, including the parental style of his parents. The purpose of the study therefore was to determine and describe the correlation between parental style and emotional intelligence. / Social Work / M. Diac. (Play Therapy)

Dissertation / This study examined the experiential world of adolescents in the middle and late phases of adolescent development with homosexual parents. A comprehensive literature review was conducted to explore homosexual parenting and societal reactions to this phenomenon. Thereafter, Bronfenbrenner’s bio-ecological systems theory of child development was highlighted followed by a synopsis comprising different dimensions of the development of adolescents in the middle and late phases of adolescent development. The empirical investigation was carried out through qualitative research methodology. In-depth case studies selected by purposeful sampling were carried out with three adolescents, each of whom had a homosexual father. Although the qualitative data is not generalisable, the findings of the case studies revealed similarities in the life worlds of the adolescents. The participants were affected by the discovery of their father’s homosexuality, but they chose to accept their father’s sexual orientation and sought a relationship with him. Finally, recommendations for practice were made. / Psychology of Education / M. Ed. (Guidance and Counselling)

Afrikaans text / Met hierdie studie is beoog om leerders se persepsies van skool vas te stel en om riglyne vir ouers daar te stel om leerders met negatiewe persepsies van skool te hanteer. Daar is beoog om hierdie riglyne deur middel van praktiese modelle en werksvelle te implementeer sodat ouers begrip vir kinders se persepsies kan verkry en dat konflik opgelos kan word deur middel van positiewe kommunikasie. In die literatuurstudie word ondersoek ingestel na persepsievorming en die oorsake vir die vorming van negatiewe persepsies van skool. ‘n Persepsie word gevorm deurdat betekenis aan ‘n ervaring, op grond van die persoon se verwysingsraamwerk gegee word. Interne- sowel as eksterne faktore speel ‘n rol wanneer persepsies gevorm word. Eksterne faktore behels die verhouding met rolspelers soos: die ouers, die skool en onderwysers, die portuurgroep en die leerder se verhouding met homself. Interne faktore wat in hierdie studie ondersoek is, behels: lokus van kontrole, motivering, emosionele probleme, kognitiewe probleme en gedragsprobleme.Die navorsingsprobleem is verken met behulp van ‘n loodsondersoek as ‘n voortoets en diagnostiese vraelys wat deur die navorsingsgroep van 50 leerders voltooi is. Onderhoude is met vyf leerders gevoer oor hulle ervaringe en behoeftes met betrekking tot hulle persepsies van skool. Bevindinge dui aan dat ongeveer ‘n vyfde van die skool se leerders oor ‘n negatiewe persepsie van skool beskik. In die vraelys is leerders se persepsies ten opsigte van verskeie rolspelers vasgestel. Daar bestaan behoefte by leerders dat ouers betrokke en ondersteunend sal wees en dat ouers begrip vir hulle persepsies sal toon. Deur middel van praktiese diagramme en werksvelle is begrip en positiewe kommunikasie tussen ouer en kind bewerkstellig. In Hoofstuk 6 word praktiese riglyne aan ouers gegee oor hoe om sy kind, met ‘n negatiewe persepsie van skool, te hanteer. Op hierdie wyse is gepoog dat leerders positiewe ervaringe sal geniet; ‘n positiewe verwysingsraamwerk sal vorm en sodoende positiewe persepsies van skool sal vorm. ‘n Bydrae is ten opsigte van ouerleiding gelewer. Ouers word toegerus om ‘n kind met negatiewe persepsies van skool met begrip te hanteer. / The aim of this study was to determine learners’ perceptions of school and to provide guidelines for parents to deal with negative perceptions of school. These guidelines were implemented using practical models as well as work sheets. These were specifically aimed at enhancing parents’ understanding of the negative perceptions and resolving conflict through positive communication. In the literary study, the constitution of perceptions as well as the causes of the constitution of negative perceptions was investigated. A perception is established when a person gives meaning to an experience based on that person’s frame of reference. Internal and external factors play a part when perceptions are constituted. External factors in this study entail the relationship with parents, school and teachers, peer group and the learner's relationship with himself. Internal factors referred to in this study are locus of control, motivation, emotional problems, cognitive problems and behavioural problems. vii The research problem was explored using a pilot investigation as pre-test. A diagnostic questionnaire was also completed by 50 learners. Five learners were interviewed about their experiences and needs specifically in relation to their perceptions of school. Findings show that approximately one fifth of the learners of the school have negative perceptions of school. In the questionnaire, the learners’ perceptions with respect to a variety of role players were determined. There is a definite need for parents to be involved and supportive. Learners also need them to show understanding for their perceptions. Positive communication and understanding between parents and learners were established through practical diagrams and work sheets. In Chapter 6 practical guidelines are given to equip parents to understand how to handle the child with negative perceptions. The aim of this was to encourage learners to enjoy positive experiences, to form a positive frame of reference and therefore develop positive perceptions of school. A contribution towards parental guidance was made. Parents are left equipped to deal with a child with negative perceptions of school. / Educational Studies / D. Ed. (Sielkundige Opvoedkunde)

The focus of this dissertation revolved around the phenomenon of friendship, specifically amongst adolescents. Friendship is a universal phenomenon, that occurs in every race, culture and religion. Within friendship there are some universal aspects that were investigated. The research attempted to understand the phenomenon of friendship amongst the developmental phase of the adolescent. Furthermore, the effect of friendship on the adolescent’s general psychological functioning had been investigated. The research came to the conclusion that friendship does have a positive influence on an adolescent’s general psychological functioning but that some psychological factors, such as communication skills, social skills and self confidence need to be developed to a certain extent in order for friendship to have a positive influence on the adolescent’s psychological functioning. If these psychological factors are however not in place, friendship may to a certain extent highlight an adolescent’s weaknesses and reinforce his/her social inadequacy, inferiority, lack of self confidence and negative self talk. / Psychology of Education / M. Ed. (Guidance and Counselling)