The purpose: The purpose of this study was to investigate the effect nonpromotion has on the behavioral academic self-esteem, oral language development, and attendance of 50 Hispanic students who were retained in first grade, and 50 Hispanic students who were promoted to second grade. The results will assist in establishing a baseline of knowledge for decisions in setting future district retention policies, rules and regulations, and alternative.instructional programs.

No description available.

No description available.

Playfulness, externality, self-perceptions, IQ, first-grade readiness, and selected demographic variables were studied in a sample of 93 first and second grade children. Playfulness and externality were obtained from teacher ratings on the Child Behaviors Inventory and self-perceptions were obtained via child interviews using Harter and Pike’s (1984) Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Neither playfulness nor externality correlated Significantly with any of the following self-perception scales: (a) cognitive competence, (b) peer acceptance, (c) physical competence, and (dad) maternal acceptance. Pearson correlation coefficients reflected a significant but low relationship between IQ (measured via the Block Design and Vocabulary subtests of the Wechsler Intelligence Scale for Children-Revised) (r = .26, p < .05) and Playfulness. A significant but low correlation was also found between Playfulness and social status (r = .26, p < .05). A principal components factor analysis, followed by varimax rotation yielded a four factor solution. Factor 1 was comprised of cognitive variables (IQ and first-grade readiness). Factor 2 was comprised of the self-perception subscales. Factor 3 was Externality and Factor 4 loaded heavily for gender. Examination of the final communality estimate indicated that playfulness contributed little to the total variance and should be interpreted as a measure of a trait which is independent of cognitive functioning, self-perceptions, externality, gender and age. / Ph. D.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 76-87).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 76-87). Also available in print.

published_or_final_version / Education / Master / Master of Education

by Li Chi Mei, Cross. / Includes questionaire in Chinese. / Thesis (M.S.W.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 104-116). / Acknowledgement --- p.i / Abstract --- p.ii -iii / Chapter Chapter 1 --- Introduction --- p.1 -4 / Chapter Chapter 2 --- Literature Review --- p.5-26 / Chapter Chapter 3 --- Conceptual Framework --- p.27 -38 / Chapter Chapter 4 --- Research Questions & Hypotheses --- p.39 -40 / Chapter Chapter 5 --- Research Methodology --- p.41-47 / Chapter Chapter 6 --- Results --- p.48 -72 / Chapter Chapter 7 --- Discussion of the Findings --- p.73 -94 / Chapter Chapter 8 --- Recommendations & Conclusion --- p.95 -103 / References --- p.104-116 / Appendices A : Table of Reliability --- p.117-123 / Chapter B : --- Results of the Coopersmith's Self-esteem Inventory --- p.124-125 / Chapter C : --- Questionnaire (English Version) --- p.126-133 / Chapter D : --- Questionnaire (Chinese Version) --- p.134-141

梁嘉慧. / 論文(碩士) -- 香港中文大學硏究院敎育學部,1995. / 參考文獻: leaves 80-91. / Liang Jiahui. / 致謝 --- p.i / 撮要 --- p.ii / 目錄 --- p.iii / 圖表目錄 --- p.v / Chapter 第一章 --- 緒論 / Chapter (一） --- 研究背景及研究目的 --- p.1 / Chapter (二） --- 研究意義 --- p.3 / Chapter 第二章 --- 文獻探討 / Chapter (一） --- 性別角色的槪念 --- p.4 / Chapter (二） --- 性別角色的理論背景 --- p.8 / Chapter (三） --- 性別角色的測量 --- p.19 / Chapter (四） --- 性別角色的相關硏究 / 父母性別角色與子女性別角色的關係 --- p.21 / 父母對不同性別子女的敎養態度 --- p.24 / Chapter (五） --- 自尊的槪念 --- p.29 / Chapter (六） --- 自尊的理論背景 --- p.31 / Chapter (七） --- 自尊的測量 --- p.36 / Chapter (八） --- 自尊與性別角色的相關硏究 --- p.38 / Chapter (九） --- 總結 --- p.43 / Chapter 第三章 --- 硏究方法 / Chapter (一） --- 名詞釋義 --- p.44 / Chapter (二） --- 硏究對象 --- p.45 / Chapter (三） --- 研究工具 --- p.46 / Chapter (四） --- 研究假設 --- p.51 / Chapter (五） --- 研究程序 --- p.52 / Chapter (六） --- 資料分析 --- p.52. / Chapter (七） --- 預試 --- p.54 / Chapter 第四章 --- 研究結果 / Chapter (一） --- 樣本特徵 --- p.56 / Chapter (二） --- 性別角色類型的分佈情形 --- p.57 / Chapter (三） --- 各量表的信度及《性別角色量表》效度檢定 --- p.58 / Chapter (四） --- 研究中各變項的相關情形 --- p.60 / Chapter (五） --- 不同性別的兒童，其性別特質傾向的區分 --- p.61 / Chapter (六） --- 不同兒童性別角色類型與本身自尊的關係 --- p.62 / Chapter (七） --- 採用徑路分析驗證所提出之「因果模式」 --- p.65 / Chapter (八） --- 綜合結果 --- p.72 / Chapter 第五章 --- 討論及建議 / Chapter (一） --- 研究結果的討論 --- p.74 / Chapter (二） --- 硏究限制的討論 --- p.76 / Chapter (三） --- 建議 --- p.77 / 參考文獻 --- p.80 / 附錄 / 附錄（一）父母性別角色量表 --- p.92 / 附錄（二）Bem sex-role Inventory --- p.93 / 附錄（三）父母性別角色敎養態度量表 --- p.94 / 附錄（四）Child-rearing Sex-role Attitude Scale --- p.95 / 附錄（五）學生背景資料問卷 --- p.96 / 附錄（六）兒童性別角色量表 --- p.97 / 附錄（七）Children's Sex-role Inventory --- p.98 / 附錄（八）兒童自尊量表 --- p.99 / 附錄（九）Self-perception Profile For Children --- p.102

The purpose of this study was to evaluate post-burn adjustment in light of the self-esteem of child burn survivors. The study attempted to assess the viability of using a single, explicit self-report measure of self-esteem (Piers-Harris Children's Self-Concept Scale) as an index of post-burn adjustment. It appears that pediatric burn patients do not suffer a compromised self-concept secondary to the burn injury and, rather, are successful in incorporating their post-burn state, physically and psychologically, into a positive self-concept. It is suggested that evaluation of overall self-esteem incorporate a comprehensive picture of post-burn adjustment, based upon psychological and physiological parameters. Further research is justified and suggestions for future examinations are presented.