The main goals of the present study were to examine the related factors of life adjument among elementary students. The study investigated the elementary students of the 6th grade during the 2006 school year within the Kaohsiung County, including 1041 students. ¡§Perceptual Parenting Style Scale of Elementary Students¡¨, ¡§Percep- tual Marital Relationship Scale of Elementary Students¡¨, ¡§Inventory of Parents Attach- ment¡¨, ¡§Interpersonal Relationship Scale of Elementary Students¡¨, ¡§Self-efficacy Scale of Elementary Students¡¨, ¡§Emotional Intelligence Scale of Elementary Students¡¨, and ¡§Life Adjument Scale of Elementary Students¡¨ were used. The results were ana- lyzed with descriptive statistics, T-test, one-way ANOVA, two-way ANOVA, Cano- nical Correlation, Stepwise Regression Procedure, and Structural Equation Modeling. The conclusion and findings were listed as follows: (1) The current situation of perceptual parenting style, perceptual marital relationship, parents attachment, family atmosphere, interpersonal relationship, self-efficacy, emotional intelligence, and life adjument of elementary students were great. (2) In the interpersonal relationship, self-efficacy, emotional intelligence, and life adjument of elementary students, girls were greater than boys. (3) In the perceptual parenting style, parents attachment, family atmosphere, and self- efficacy of elementary students, students with high socioeconomic status were better than low socioeconomic status. (4) There was a significant difference on the perceptual parenting style, perceptual marital relationship, parents attachment, family atmosphere, interpersonal rela tionship, self-efficacy, emotional intelligence, and life adjument among elemen- tary students of different parenting style. (5) In the perceptual parenting style, perceptual marital relationship, parents attachment, family atmosphere, interpersonal relationship, self-efficacy, emotional intelligence, and life adjument of elementary students, students with high level attachment were superior to low level attachment. (6) There was a interaction relationship in the self-efficacy, emotional intelligence, and life adjument of elementary students for two factors of sex and perceptual paren- ting style. (7) Canonical relationships were found among the family atmosphere, interpersonal relationship, self-efficacy, and emotional intelligence of elementary students. (8) Canonical relationships were found among the family atmosphere, interpersonal relationship, self-efficacy, emotional intelligence, and life adjument of elementary students. (9) The family atmosphere, interpersonal relationship, and self-efficacy of elementary students had an obvious predictability to the emotional intelligence. (10) The family atmosphere, interpersonal relationship, self-efficacy, and emotional intelligence of elementary students had an obvious predictability to the life adjument. (11) Subjects didn¡¦t fit with the model based on the relationships that the perceptual parenting style, perceptual marital relationship, parents attachment, interpersonal relationship, and self-efficacy of elementary students affected emotional intelligence and life adjument, and then emotional intelligence affected life adjustment. Based on the above findings, constructive suggestions were provided for the parents, teachers, and school authorities. Further research was also suggested.

The purpose of this study was to explore teaching for meaningfulness in a school setting. I feel that a better understanding of teaching for meaningfulness can support the practice of teachers who desire to teach for meaningfulness. I elected to do a case study using qualitative methods while focusing for five months on a teacher's literacy program. Through this look at the everyday life of one public school teacher and her class a picture of an exemplary example of teaching for meaningfulness could be painted. Interviews, fieldnotes, journals, observations, various site artifacts, and a brief teacher autobiography comprised the primary data collection sources. Informants included a third grade teacher, eighteen third grade students, and a school language arts coordinator. / Ph. D.

本研究的主要目的在探討學齡兒童氣質、家庭氣氛與學業成績間的關係，並比較不同的氣質類型在學業成績上的差異情形。研究工具為「學齡兒童氣質量表」、「兒童家庭氣氛量表」及國語、數學、社會、自然四科的月考成績平均。研究樣本為臺灣省五所國民小學708 名四、五年級的孩子。 　　資料分析以皮爾遜積差相關、多元逐步迴歸及集群分析等方法來探討，得到的主要發現有：男生的活動量、趨避性及反應閾等氣質特性高於女生；女生的可預測性、適應度、情緒本質及堅持度高於男生；老大及老么的堅持度高於中間子女。而氣質之可預測性、趨避性、適應度、情緒本質及堅持度愈高，則家庭氣氛愈和諧快樂，反之亦然；若活動量大、反應強度激烈、反應愈遲鈍，則家庭氣氛愈緊張凝重。其次，氣質之可預測性高、活動量大、適應度高、感覺敏銳，則國語、數學及自然三科的成績愈好；趨避性、適應度高及感覺敏銳者，數學及社會的成績愈好；家庭氣氛中，若成長導向性高、系統維護性低，則自然科成績表現也愈理想。此外，以氣質的類型而言，遲鈍型的成績最不理想，穩定型、自如型孩子的成績優於遲鈍型及退縮型，但與躁動型者則差異不大。 　　綜合研究結果，本研究建議為人父母需先了解孩子的氣質傾向及營造良好的家庭氣氛，並依著氣質傾向而給予適性的教養方式及健康快樂的生活空間，則對孩子建立自信及未來發展皆能有所助益。