In my research, the national identity process, which includes the family factor, school factors, mass media factor, peer group factor, of the private senior high school students, were explored and analyzed by using a method of SPSS version 10.0. The object of this research is to understand the diverse effects in national identity, which includes view, nation symbols, referendum function, denationalize position, of students with different social background.

The Basic Competency Test for Junior High School Students (BCT) has become the most important and the largest test, which is including the most number of students, the widest range and the largest number of printed paper. The BCT has deeply influenced the benefits whether three hundred thousand students are able to enter their ideal senior high schools or not. Moreover, the BCT has also become the big issue of education which all people are concerned about. The study is according to the massive questionnaire to students in the third grade of public and private junior high schools in Taiwan, their parents, students in the first grade of senior / vocational high schools, and the related educators. The main findings of the study were as follows: 1. Generally speaking, though students, parents and educators have a few different views of most identified items of BCT, the quality of the items is still highly affirmative while its function and purpose are questioned. 2. The attitude of students, parents and educators to BCT exists the evidently great differences. 3. Students who come from different backgrounds have obviously different attitude to BCT. 4. Parents from different backgrounds have obviously different attitude to BCT. 5. Educators from different backgrounds have obviously different attitude to BCT. 6. The studies of students in the third grade of junior high school is obviously influenced by BCT. 7. The BCT has caused pressure and problem to students, parents and educators. 8. The BCT does not reach the expected function. 9. The places, dates, and whether to announce the range of BCT are not accorded with the demands of the public. 10. Students, parents and educators have different demands on BCT. 11. The so-called ¡§ two peaks ¡¨ are presented to the satisfactions for students, parents and educators on BCT. According to the findings, the study provides some suggestions to the actual implement of BCT and the further study.

ABSTRACT The Relationships among Demographic Variables, Intelligences, Critical Thinking, and Emotional Intelligence of Junior High School Students. The main purpose of the study was to explore the relationships among demographic variables, intelligences, critical thinking, and emotional intelligence (EQ) of Junior High School Students. The participants included 547 students (293 males and 254 females) coming from five junior high schools in Tainan and Kaohsiung City. The instruments employed in this study were the subscales of intrapersonal intelligence and interpersonal intelligence from the Multiple Intelligences Scale, The Test of Critical Thinking Skills for Primary and Secondary School Students (TCTS-PS), The Questionnaire of Dispositions Toward Critical Thinking, and The Self-Report Scale of Children¡¦s Emotional Thinking. The Self-Report Scale of Children¡¦s Emotional Thinking comprised two subscales¡Xthe intrapersonal and the interpersonal intelligence of emotion. The employed methods included Descriptive Statistics, t-test, ANOVA, MANOVA, Cannon Correlation Analysis, and Discriminate Analysis. The main findings of this study were as follows: 1. The students¡¦ development of intrapersonal and interpersonal intelligence, critical-thinking skills, critical-thinking dispositions, and emotional intelligence were above the average. 2. The females outperformed the males in both the intrapersonal and interpersonal intelligence of emotion. 3. There were no significant differences on the EQ scores among the three grade levels. 4. The higher educational level the students¡¦ parents had, the better the students¡¦ EQ were. 5. There was a significant canonical correlation between the two kinds of intelligences and the eight factors of EQ. 6. There was a significant canonical correlation between the independent variable set and the eight factors of emotional intelligence. The independent variable set included gender, grades, the parents¡¦ educational level, intrapersonal intelligence, interpersonal intelligences, critical-thinking skills, and critical-thinking dispositions 7. The level of students¡¦ EQ could be effectively predicted by their critical-thinking skills and critical-thinking dispositions. Among the three levels of EQ, the middle level was predicted with the highest accuracy. The finding revealed that high critical-thinking skills and high critical-thinking dispositions required at least an average level of EQ. Therefore, critical-thinking is essential to EQ. Finally, some suggestions for instruction and further research were proposed.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 134-145). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 174-181). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 174-181). Also available on the Internet.

Thesis--Boston University. / Vita. Photocopy of typescript. Ann Arbor, Mich. : University Microfilms International, 1978. -- 22 cm. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 193-197).

Thesis (Ph. D.)--University of Toronto, 1997. / Includes bibliographical references (p. 187-202). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://www.nlc-bnc.ca/obj/s4/f2/dsk2/ftp03/NQ27621.pdf.

Thesis (Ph. D.)--Middle East Technical University, 2004. / Keywords: Physics Education, Interactive Engagement, Peer Instruction, Concept Test, Misconceptions.

Thesis (M.A.)--Central Connecticut State University, 2004. / Thesis advisor: Moises Salinas. " ... in partial fulfillment of the requirements for the degree of Master of Arts in Psychology." Includes bibliographical references (leaves 38-44). Also available via the World Wide Web.