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.

The aim of this study is to understand students¡¦ solutions (to problems related to time, time interval, and time unit conversion) and to analyze their common errors and possible causes. Students¡¦ problem-solving strategies and error types were also categorized and used as a reference for improvement in teaching and a scaffold for supporting students' learning. Findings in this research were three: 1. Distinction between time and interval. Students were performing better in the concept of interval than in the concept of time. They also performed well in total time consumed and in daily life problems such as clock time. However, problems with longer text description would make it harder for students to do problem solving in the concept of time and interval. 2. Problem-solving types. The problem-solving types ranked by the frequency are: (1) processing larger units first; (2) converting time from high scale to low scale and vice-versa; (3) using fractions; (4) using decimals; and (5) using addition. 3. Error types: The error types presented by students in solving time-related problems include: (1) interference of the decimal; (2) interference between non-decimal time conversion systems; (3) insufficient knowledge about division; (4) unclear concept about high and low scales of time; (5) incorrect calculation; (6) influence of the clock dial structure; (7) incorrect problem-solving strategy; (8) misjudgment of keywords; and (9) ignorance of problem conditions.

Thesis (M.A.)--Trinity Evangelical Divinity School, 1991. / Abstract. Includes bibliographical references (leaves 91-96).

Thesis (M.A.) - Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Thesis (M.A.) - Simon Fraser University, 2004. / Theses (Faculty of Education) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Thesis (M.A.)--University of Nevada, Reno, 2008. / "December, 2008." Includes bibliographical references. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

Thesis (M.A.) in English--University of Maine, 2009. / Includes vita.

Revision of Thesis (D. Phil.)--Oxford University, 1978. / Includes bibliographical references (p. [115]-116) and index.

Thesis ( M.A.) -- University of Texas at Arlington, 2008.