The study was to investigate the relationship among the students¡¦ perception of teacher caring, caring needs, learning motivation and self-concept for elementary school students. Survey study was conducted on sample consisted of 667 Taiwanese elementary school students with instruments including scales of teacher caring, self-concept, learning motivation. The results of this study were as follows: A. Students¡¦ perception of teacher caring are above average. In addition, perception of teacher safe caring is the highest and belongingness & love caring is the lowest. B. Both the 5th and 6th grade students need more teachers¡¦ esteem and self-actualization caring. Comparing with 6th grade student, the 5th students need more teacher caring. C. No difference between boys¡¦ and girls¡¦ perception of caring and caring needs . Both of them perceive more caring from women teachers. D. Students hope teachers give more belongingness & love, esteem, self-actualization and the whole caring in the future. E. The students who need more teachers caring have more positive self-concept and learning motivation.

A Study of Internet Addiction and Self-Concept on Elementary School Students Abstract The purposes of this study are to understand the present situation of elementary school students' Internet behavior, Internet addiction and self-concept, and to analyze the correlations among these three above-mentioned variables. The study is carried out through literature reviews, case surveys and interviews. The subjects are the 5th and 6th grade students at elementary schools in Kaohsiung City. By cluster sampling, the researcher sends out 1112 copies of questionnaire, and receives 1052 valid copies. The collected data are analyzed in the form of descriptive statistics, t-test, one¡Vway ANOVA, and Pearson's product-moment correlation. The top 5% of the Internet addition scores of the samples are interviewed in groups. The major findings of this study are as follows: 1. Family is the major factor that affects elementary school students' Internet behavior and Internet addiction. 2. Virtual interactive Internet activity may easily lead to Internet addiction. 3. In different aspects, elementary school students' self-conception varies in results. 4. Students who spend most of time surfing or e-mailing have better self-concept performance than the others. 5. The more obvious the tendency toward Internet addiction is, the higher mental ego the self-concept shows. 6. The more obvious the tendency toward Internet addiction is, the lower ability-ego and physical ego the self-concept shows. According to these results, some suggestions are presented to educational institutions, educators, counselors and parents. It is expected that understanding the relations between Internet addiction and self-concept of elementary school students, can facilitate to shape appropriate attitude toward Internet, to develop students' self-concept, and to improve students' adaptation to their lives. Keyword: Internet behavior, Internet addiction, self-concept

This study, based on the subject from the fifth and sixth graders of elementary schools in Kaohsiung County and District, conducts the ¡§Correlations of Cognitive Style (CS), Self-Concept (SC) and Mathematics Achievements (MA)¡¨. The purpose of this study is: 1. To understand the state of play of the CS, SC and MA of the fifth and sixth graders in elementary schools. 2. To analyze the effect of the different background variables of the fifth and sixth graders in elementary schools to the CS, SC and MA. 3. To research the correlation of the fifth and sixth graders in elementary schools among the CS, SC and MA. 4. To analyze the predictable situations of the fifth and sixth graders in elementary schools among CS, SC and MA. 5. To advance specific suggestions based on the research conclusion, in order to give the references for the teachers in the aspects of teaching, consulting and further study. This study adopted the questionnaire approach. The subjects were the fifth and sixth graders from Kaohsiung County and District. A total of 611 received questionnaires from the 640 questionnaires (received rate was 95.46%), canceled the null 9 ones, thus, we get the available 602 questionnaires. After the statistics of descriptive statistics, Independent-Samples T Test, one-way ANOVA, Pearson product-moment correlation, stepwise multiple regression, we concluded that: 1. The CS of the kids from high social-economic status family tended to be the analyzed model. 2. The MA of the kids from high and media social-economic status family was higher than those from low social-economic family. 3. The SC and MA of the kids with Field Independence convergent contemplative and verbal CS had significant difference. 4. The CS, SC and MA of fifth and sixth graders in elementary schools revealed media and low positively correlation. 5. The correlation between CS and MA of the fifth and sixth graders in elementary schools was stronger than the correlation between SC and MA of the fifth and sixth graders in elementary schools. 6. The CS and SC can predict efficiently the MA of fifth and sixth graders, especially the SC with convergent. Based on the research conclusion, this study provide the following implications: 1. For the teachers: A. During the period of mathematics solving, the teachers should lead the students to develop the CS of convergent. B. To advert the kids¡¦ biological development of SC, consult timely and to reinforce them. C. To understand completely the CS of the kids, and provide the most institutionalized teaching and consulting approaches. D. To advert the individual difference of the kids, and to develop positive SC through the concrete feedbacks and suitable reinforcements. E. To reinforce the parents education 2. For the further study: A. Aspects of the research subjects: This research is based on the matrix of the fifth and sixth graders of elementary schools in Kaohsiung County and District. If we can expand the subjects to those kids in other county and district, we probably understand more about the situations and features of CS and SC for the kids in elementary schools. Furthermore, we can discuss the influences of the both to MA. B. Aspects of variables: There are many factors that affect MA, including the teachers¡¦ cognitive teaching strategies, the students¡¦ solving strategies, mathematics learning attitudes¡Ketc. We can incorporate these factors into research scope or conduct other correlation variables study, thus, we may understand different relationships among CS, Sc and MA. C. Aspects of the research methods: The further research may adopt other approaches, for examples, the Cognitive Styles Analysis (CSA), Q-sorts or Q-technique, Self-Performance, or other instruments, thus, we may enhance our understandings of CS and SC. If we can apply other instruments based on the qualitative study, interview and gather information about the school¡¦s environment, we would understand more about the correlations among CS, SC and academic achievements.

The main purpose of this study was to understand whether students¡¦ emotional intelligence, self-concept and academic performance would influenced while they got along with their homeroom teacher. This study adopts Stratified Random Sampling, selecting the subjects from vocational high school students in Tainan county. A total of 331 (male 211, female 120) vocational high school students from nine classes of the 10 th, 11th, 12 th grades were sampled to respond to ¡§Scales of Homeroom Teacher¡¦s Emotional Intelligence¡¨, ¡§Scales of Student¡¦s Emotional Intelligence¡¨, and ¡§Scales of Self-Concept ¡¨, in which the students were guided by four male homeroom teachers and three female homeroom teachers. Subjects will be tested two times every six months, to explore whether their emotional intelligence, self-concept and academic performance will be influenced during the six months of getting along with their homeroom teacher. The employed methods included Descriptive Statistics, t-test, one-way ANOVA, Pearson Correlation Analysis, and Regression Analysis. The main findings of this study were as follows¡G 1¡BThere are positive correlations between the students¡¦ emotional intelligence ( before the test )¡Xthe expression of emotion and their academic performance ( after the test )¡XChinese and English . 2¡BThere are positive correlations between the students¡¦ emotional intelligence ( before and after the test)¡Xthe understanding of emotion, the expression of emotion, the adjustment of emotion and the employment of emotion and their self-concept ( before and after the test)¡Xthe self of family, morality, society, identity, criticizing,physiology, and psychology. 3¡BThere are positive correlations between the students¡¦self-concept ( before the test)¡Xthe family¡¦s self, the moral self, and their academic performance ( after the test )¡X English. There are also positive correlations between the students¡¦ self-concept¡Xthe self contentment, the self criticizing, and their academic performance. 4¡BThere are positive correlations between the students¡¦academic performance (before the test )¡X English and their self-concept ( after the test )¡Xthe moral self. There are also positive correlations between the students¡¦ academic performance--mathematics and their self-concept--the family¡¦s self and the self criticizing. 5¡BThere are positive correlations between the homeroom teacher¡¦s emotional intelligence and the students¡¦ academic performance ( before and after the test ). But there are no positive correlations between the homeroom teacher¡¦s emotional intelligence and the students¡¦ emotional intelligence ( before and after the test ) and their self-concept ( before and after the test ). 6¡BPart of the students¡¦ emotional intelligence ( before the test ), their self-concept ( before the test ), their family¡¦s income and academic performance ( after the test ) is influenced by their homeroom teacher¡¦s emotional intelligence.

Research question: How do you people with schizophrenia and their carers live with a diagnosis of schizophrenia? Research aim: To gain a greater understanding of the meaning and experience of schizophrenia. The objective of this phenomenological study was to explore the lived experience of schizophrenia. Sample: Self-selected sample of 35 participants (22 people with schizophrenia and 13 carers) recruited from the local community. . Data collection: 33 unstructured audiotaped interviews conducted in participants' own homes. In addition some participants completed diaries. Interviews were conducted in two stages: in stage one 10 participants were interviewed, transcripts were analysed and probes were fine tuned and in stage two these probes were used in the remaining interviews. Data analysis: Verbatim transcripts were analysed using the coding paradigm proposed by Strauss (1987), in conjunction with Burnard's (1991) 14 stage model of analysis. Inductive coding was used and respondent validation was completed. Findings: Stress was described as a major cause of schizophrenia. Some participants with schizophrenia described moving on in their lives, a factor associated with having a positive self-concept. Other participants with schizophrenia reported feeling stopped in their lives, which was associated with acceptance of the diagnosis, and having a negative self-concept. The most severe problems they reported were social and psychological. Male and female participants with schizophrenia were treated differently. Some participants with schizophrenia sought support while others chose isolation. Mental health nursing care was reported as coercive and disempowering. Carers described conflict within families, carer burden, and stress. Those who had been caregiving for longer appeared to have adapted and now experienced less stress and burden than others. Younger carers and carers who have been caregiving for a shorter time and were less willing to accept the caregiving role, reported more burden and stress. Conclusions: These findings suggest that a positive self-concept may be necessary to move on after the diagnosis of schizophrenia. The inability to move on may be a result of a negative self-concept or disempowering care. There was no partnership and no shared understanding of schizophrenia, or of care, between these participants with schizophrenia and nurses, or between these participants with schizophrenia and their carers, or between carers and nurses. Many of the participants' self-identified needs were not met. A new attitude displaying reluctance about a caregiving role may be emerging.

Social capital and self-concept were measured in a sample of 86 primarily African American female adolescents before and after participating in the Cool Girls, Inc. program, and in 89 comparison girls. Two dimensions of social capital (the diversity of girls’ social networks and the number of life domains in which girls were able to access help) were examined. It was hypothesized that participation in Cool Girls would be associated with increases in social capital and that this would mediate the relationship between participation in Cool Girls and increases in self-concept. Cool Girls participants experienced increases in social capital. Cool Girls and comparisons both experienced gains in most domains of self-concept, except for behavioral conduct, that were related to increases in number of help domains. Furthermore, there was a significant indirect effect of participation on social acceptance, global self-worth, and body image mediated through number of help domains. Implications are discussed.

There is no abstract available for this dissertation.

The author drew on sociometer theory to propose that self-esteem is attuned to traits that garner others??? acceptance, and the traits that garner acceptance depend on one???s social role. Attunement of self-esteem refers to the linkage, or connection, between self-esteem and specific traits, which may be observed most clearly in the association between self-esteem and specific self-evaluations. In most roles, appearance and popularity determine acceptance, so self-esteem is most attuned to those traits. At the same time, interdependent social roles emphasize the value of communal qualities, so occupants of those roles have self-esteem that is more attuned to communal qualities than is the general norm. To avoid the biases of people's personal theories, attunement of self-esteem to particular traits was assessed indirectly via the correlation between self-esteem and self-ratings (Study 2), with cognitive accessibility measures (Study 3), by observing the responsiveness of people???s self-concepts to social cues about the self (Study 4), and with an experiment involving social decision-making (Study 5). As hypothesized, self-esteem was generally more attuned to appearances than communal qualities, but interdependent social roles predicted heightened attunement of self-esteem to qualities like kindness and understanding.

Thesis (M.S.)--University of Michigan.

Thesis (M.S.)--University of Michigan, 1989.