by Kitty Nim-yu Li. / Title in Chinese: / Bibliography: leaves 99-105 / Thesis (M.A.)--Chinese University of Hong Kong, 1986

by Tsang Man-king. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 101-108.

鄭秀萍 = A study of the relationship between home and classroom environments and the attitude of form 3 students towards science / Cheng Sau Ping. / 據手稿本複印. / 論文(碩士)--香港中文大學硏究院敎育學部. / 參考文獻: leaves 250-267. / Ju shou gao ben fu yin. / Zheng Xiuping = A study of the relationship between home and classroom environments and the attitude of form 3 students towards science / Zheng Sau Bing. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Includes bibliographical references (leaves 250-267). / 圖表目次 --- p.viii / 論文提要 --- p.xix / Chapter 第一章 --- 導言 --- p.1 / 問題背景 --- p.5 / 研究動機與目的 --- p.14 / 研究的意義 --- p.17 / Chapter 第二章 --- 文獻評述 --- p.21 / 測量態度的意義 --- p.21 / 學生所感受到的課室社會群性環境與態度 --- p.27 / 學生所感受到的家庭群性環境與科學學習 --- p.41 / 學生所感受到的家庭群性環境與態度 --- p.46 / 學生性別與其對科學所持態度的差異 --- p.58 / 初中學生升讀高中後所持科學態度的轉變 --- p.69 / 修讀「綜合科學」課程的目的 --- p.73 / Chapter 第三章 --- 研究方法 --- p.77 / 重要名詞闡釋 --- p.77 / 假設 --- p.98 / 研究工具 --- p.100 / 預試程序 --- p.112 / 研究對樣與取樣 --- p.122 / 研究程序 --- p.126 / 資料分析 --- p.127 / Chapter 第四章 --- 結果與討論 --- p.130 / 三類量表的信度 --- p.130 / 科學態度量表的因子結構 --- p.136 / 課室群性環境量表的因子結構 --- p.146 / 家庭群性環境量表的因子結構 --- p.158 / 相關矩陣 --- p.167 / 科學態度與課室群性環境的單項相關 --- p.167 / 科學態度與家庭群性環境的單項相關 --- p.173 / 男生與女生所持的科學態度比較 --- p.179 / 多項迴歸分析 --- p.188 / 課室群性環境與科學態度的關係 --- p.210 / 研究限制 --- p.230 / 建議 --- p.233 / Chapter 第五章 --- 摘要 --- p.236 / 文獻參考 --- p.250 / 附錄 / Chapter 一 --- 科學態度量表 --- p.268 / Chapter 二 --- 課室群性環境量表 --- p.272 / Chapter 三 --- 家庭群性環境量表 --- p.274 / Chapter 四 --- 教育研究問卷 --- p.278 / Chapter 五 --- 教育研究問卷答案 --- p.286

彭志泉. / 手稿本(c. 2-3複印本). / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Shou gao ben (c. 2-3 fu yin ben). / Includes bibliographical references (p. 109-114). / Peng Zhiquan. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 表次 --- p.vi / 摘要 --- p.viii / Chapter 第一章 --- 前言 --- p.1 / 問題背景 --- p.1 / 研究目的 --- p.4 / 研究意義 --- p.5 / Chapter 第二章 --- 文獻評述 --- p.8 / 青少年成長與群性發展 --- p.8 / 影響學生群性結構的因素 --- p.18 / 改進班內社交關係的方法 --- p.30 / Chapter 第三章 --- 方法 --- p.37 / 概述 --- p.37 / 對象 --- p.38 / 工具與測量 --- p.39 / 過程 --- p.45 / 假設 --- p.50 / 分析 --- p.54 / 局限性 --- p.56 / Chapter 第四章 --- 結果 --- p.58 / 工具與測良的可信性　 --- p.58 / 影響學生受納程度的主要因素 --- p.62 / 學生小組群的共同性和小組群成因 --- p.69 / 影響學生群性結構的一些轉變因素 --- p.77 / Chapter 第五章 --- 結論 --- p.96 / 討論 --- p.97 / 含義 --- p.100 / 建議 --- p.105 / 參考文獻 --- p.109 / Chapter 一 --- 附錄、社交關係測驗（第一至第三次） --- p.115 / Chapter 二 --- 簡化計量表 --- p.118 / Chapter 三 --- 社交關係圖解（第一次測驗，德班） --- p.119 / Chapter 四 --- Proctor與Loomis群性指數計算法 --- p.120 / Chapter 五 --- 自傳的學習（學習文章和問題） --- p.121 / Chapter 六 --- 自傳的認識 --- p.125 / Chapter 七 --- 社交　納方案問卷 --- p.127 / Chapter 八 --- 學生家中表現調查 --- p.128 / Chapter 九 --- 學生個人背景資料 --- p.129

Tao Sim-cheung, Victoria. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 98-115). / ACKNOWLEDGEMENTS --- p.ii / ABSTRACT --- p.iii / TABLE OF CONTENTS --- p.v / LIST OF TABLES --- p.viii / LIST OF FIGURES --- p.x / Chapter Chapter 1 --- Introduction / Background of the study --- p.1 / Significance of the study --- p.5 / Encouraging students to become better readers --- p.5 / Exploring the impact of coope- rative learning --- p.6 / Understanding the potential of CALL --- p.9 / Description of key terms --- p.11 / Cloze procedure --- p.11 / Cooperative learning condition --- p.12 / CALL (Computer-assisted language learning) --- p.13 / Purpose of the study --- p.13 / Null hypotheses --- p.14 / Outline of the thesis --- p.15 / Chapter Chapter 2 --- Review of Related Literature / Literature related to cloze procedure --- p.17 / Historical view of cloze procedure --- p.17 / Variations of cloze procedure --- p.18 / Cloze procedure-- researchable and teachable --- p.20 / Literature related to cooperative learning --- p.23 / Efficacy of cooperative learning --- p.23 / Individualistic and cooperative learning on student achievement --- p.25 / Cooperative vs individual completion of a cloze passage --- p.27 / Literature related to CALL --- p.29 / Practicability of CALL --- p.29 / Interactive CALL for groups --- p.33 / Automated cloze procedure as research and teaching tools --- p.35 / Chapter Chapter 3 --- Methodology / Research design --- p.37 / Material and courseware design --- p.39 / Sampling design --- p.41 / Procedure --- p.44 / Variables --- p.47 / Statistical instrumentals --- p.47 / Chapter Chapter 4 --- Results / Tests for the null hypotheses --- p.49 / Hypothesis 1 --- p.50 / Hypothesis 2 --- p.54 / Hypothesis 3 --- p.57 / Hypothesis 4 --- p.66 / Chapter Chapter 5 --- Discussions and Limitations / Discussions --- p.70 / Evaluations of CALL --- p.70 / Individualistics versus cooperative CALL --- p.78 / Effectiveness of cooperative learning strategies --- p.80 / Superiority of the narrative text structure --- p.85 / Interactions between ability and achievement --- p.87 / Reflection of the attitudinal score --- p.89 / Limitations --- p.89 / Chapter Chapter 6 --- Conclusions and Recommendations / Conclusions --- p.92 / Recommendations --- p.94 / BIBLIOGRAPHY --- p.98 / Chapter APPENDIX A --- Pretest --- p.116 / Chapter APPENDIX B --- Posttest & Retention Test --- p.118 / Chapter APPENDIX C --- Attitude Questionnaire --- p.121 / Chapter APPENDIX D --- Item-Total Statistics of Questionnaire --- p.127

Xiang, Xiaoling. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (p. 104-117). / Abstracts in English and Chinese. / Acknowledgements --- p.ii / List of Tables --- p.vii / List of Figures --- p.viii / Abstract --- p.ix / Chapter Chapter 1 --- Introduction --- p.1 / Chapter Chapter 2 --- Literature Review and Conceptual Framework --- p.4 / Positive Youth Development --- p.4 / Positive Youth Development: An Introduction --- p.4 / Conceptualizing PYD: A Multidimensional Construct --- p.6 / Inter-relationship between and among the Selected PYD Attributes --- p.11 / Conceptualizing Social Capital in Relation to Youth Wellbeing --- p.14 / "Contributions of Coleman, Putnam, and Bourdieu" --- p.15 / The Working Definition of Social Capital in this Study --- p.18 / The Social Capital Framework --- p.22 / The Effect of Social Capital on Youth Development Outcomes --- p.23 / Theoretical Links --- p.23 / Empirical Evidence --- p.25 / Effects of Socio-Demographic Variables --- p.35 / Limitations in the Literature --- p.36 / The Conceptual Model of Social Capital and PYD --- p.39 / Summary of Definitions of Terms in the Study --- p.39 / The Conceptual Model of Social Capital and PYD --- p.40 / Chapter Chapter 3 --- Methods --- p.43 / Data Source: the GRF Project --- p.43 / Overview of the Methodology in the current study --- p.45 / Research Questions and Hypotheses of the Study --- p.46 / Sampling Procedures and Participants of the Current Study --- p.47 / Missing Data --- p.49 / Measures --- p.51 / Demographic Variables --- p.52 / Social Capital Variables --- p.53 / PYD Variables --- p.57 / Data Analysis Plan --- p.59 / Chapter Chapter 4 --- Results --- p.62 / Preliminary Analysis --- p.62 / Sample Demographics --- p.62 / Descriptive Characteristics of the Key Variables --- p.64 / Main Analysis --- p.66 / Test of Measurement Model --- p.68 / Test of Structural Model --- p.71 / Summary of Findings --- p.80 / Chapter Chapter 5 --- Discussion --- p.82 / Summary of the Study --- p.82 / Discussions of Findings --- p.85 / Socio-demographic Characteristics and Social Capital Functioning --- p.85 / Social Capital and PYD --- p.90 / Contributions --- p.94 / Implications for Practice and Policy --- p.96 / Limitations and Future Directions --- p.99 / Conclusion --- p.102 / References --- p.104 / Appendices --- p.118 / Appendix A English Translated Version of Items Measuring Social Capital --- p.118 / Appendix B English Translated Version of Items Measuring PYD --- p.119

李曉東. / 論文(博士)--香港中文大學, 2000. / 參考文獻 (p. 199-210) / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Li Xiaodong. / Lun wen (bo shi)--Xianggang Zhong wen da xue, 2000. / Can kao wen xian (p. 199-210) / Zhong Ying wen zhai yao.

Lam Tsui-shan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (leaves 198-210). / Abstracts in English and Chinese. / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- The Setting of the Present Research --- p.2 / Chapter 1.1.1 --- Research on Second/Foreign Language (SL/FL) Classroom Interaction --- p.2 / Chapter 1.1.2 --- Research on English Classroom Interaction in Hong Kong --- p.3 / Chapter 1.2 --- Rationale and Significance --- p.5 / Chapter 1.3 --- Organisation of This Thesis --- p.7 / Chapter 2 --- LITERATURE REVIEW --- p.8 / Chapter 2.1 --- Introduction --- p.8 / Chapter 2.2 --- Communicative Language Teaching (CLT) --- p.9 / Chapter 2.2.1 --- Origins and Development --- p.9 / Chapter 2.2.2 --- Communicative Competence: Framework --- p.11 / Chapter 2.2.3 --- Communicative Competence: Theoretical Approaches in Language Teacl --- p.13 / Chapter 2.2.3.1 --- The interactional approach --- p.13 / Chapter 2.2.3.2 --- The discoursal approach --- p.15 / Chapter 2.2.3.3 --- The fluency-based approach --- p.17 / Chapter 2.2.4 --- Communicative Competence: Practical Issues --- p.19 / Chapter 2.2.4.1 --- The interactional approach: The role of output --- p.19 / Chapter 2.2.4.2 --- The discoursal approach: The need of information gap --- p.22 / Chapter 2.2.4.3 --- The fluency-based approach: The measurement of fluency --- p.23 / Chapter 2.2.5 --- The Communicative Language Teaching in Hong Kong --- p.25 / Chapter 2.2.5.1 --- The development of CLT in English classroom --- p.25 / Chapter 2.2.5.2 --- Attitudes toward CLT and the actual practice: A dilemma --- p.26 / Chapter 2.3 --- Classroom Interaction and Language Learning --- p.29 / Chapter 2.3.1 --- The Role of Interaction --- p.29 / Chapter 2.3.1.1 --- Comprehensible input and its development --- p.30 / Chapter 2.3.1.2 --- Negotiation --- p.33 / Chapter 2.3.1.3 --- Output --- p.35 / Chapter 2.3.2 --- Actual Interactional Patterns in Classroom: The Interactive Goals --- p.37 / Chapter 2.3.2.1 --- Core Goals --- p.37 / Chapter 2.3.2.2 --- Framework Goals --- p.42 / Chapter 2.3.2.3 --- Social Goals --- p.43 / Chapter 2.3.3 --- Desired Classroom Interactional Patterns --- p.45 / Chapter 2.3.3.1 --- The Two Complementary Modes --- p.45 / Chapter 2.3.3.2 --- "The Triangular Elements: Play, Work and Learning" --- p.47 / Chapter 2.3.4 --- Aspects of Teacher-Learner (T-L) Interaction --- p.49 / Chapter 2.3.4.1 --- Teacher roles --- p.49 / Chapter 2.3.4.2 --- Learner roles --- p.51 / Chapter 2.3.4.3 --- Teacher talk --- p.52 / Chapter 2.3.4.4 --- Student talk --- p.57 / Chapter 2.3.4.5 --- Turns of talk --- p.60 / Chapter 2.4 --- Classroom Interaction and Second Language Learners --- p.63 / Chapter 2.4.1 --- Learner Autonomy --- p.64 / Chapter 2.4.2 --- Learner Anxiety --- p.65 / Chapter 2.5 --- English Language Classroom Interaction in Hong Kong --- p.67 / Chapter 2.5.1 --- Analyzing Input and Interaction in Language Classrooms --- p.67 / Chapter 2.5.2 --- Communication Failure in the English Classroom --- p.69 / Chapter 2.5.3 --- The Five Second Language Discourses --- p.70 / Chapter 2.5.4 --- Students' Participation in Language Classroom --- p.72 / Chapter 2.5.5 --- Research Gaps in Hong Kong: Significance of Students' Voices --- p.73 / Chapter 2.6 --- Chapter Summary --- p.75 / Chapter 3 --- METHODOLOGY --- p.77 / Chapter 3.1 --- Introduction --- p.77 / Chapter 3.2 --- Selection of Subjects --- p.78 / Chapter 3.2.1 --- School --- p.78 / Chapter 3.2.2 --- Class --- p.78 / Chapter 3.2.3 --- Teacher --- p.79 / Chapter 3.2.4 --- Students --- p.80 / Chapter 3.3 --- Research Instruments --- p.81 / Chapter 3.3.1 --- "Non-participant, Ethnographic Observations" --- p.81 / Chapter 3.3.2 --- Stimulated Recall and Semi-structured Interviews --- p.82 / Chapter 3.4 --- Design of the Study --- p.83 / Chapter 3.4.1 --- Stage One: Data Collection --- p.83 / Chapter 3.4.1.1 --- Classroom observations --- p.83 / Chapter 3.4.1.2 --- Students' interviews --- p.84 / Chapter 3.4.2 --- Stage Two: Data Analysis --- p.85 / Chapter 3.5 --- Methods of Data Analysis --- p.86 / Chapter 3.5.1 --- Analysing the Classroom Discourse Data --- p.86 / Chapter 3.5.2 --- Analysing the Interview Data --- p.87 / Chapter 3.6 --- Chapter Summary --- p.88 / Chapter 4 --- DATA ANALYSIS --- p.89 / Chapter 4.1 --- Introduction --- p.90 / Chapter 4.2 --- Classroom Interactional Patterns: The General Picture --- p.90 / Chapter 4.2.1 --- Teacher's and Students' Talk --- p.90 / Chapter 4.2.1.1 --- At the utterance level --- p.91 / Chapter 4.2.1.2 --- Language choice --- p.92 / Chapter 4.2.2 --- Teacher's and Students' Turn Allocation --- p.93 / Chapter 4.2.2.1 --- Amounts of turns taken --- p.93 / Chapter 4.2.2.2 --- Turn-taking patterns --- p.95 / Chapter 4.3 --- Teacher-Learner Verbal Interaction: An Overview --- p.95 / Chapter 4.3.1 --- Types of Teacher Talk --- p.95 / Chapter 4.3.1.1 --- """Teacher-initiate""" --- p.95 / Chapter 4.3.1.2 --- """Teacher-respond""" --- p.98 / Chapter 4.3.2 --- Types of Student Talk --- p.98 / Chapter 4.3.2.1 --- """Pupil-initiate""" --- p.99 / Chapter 4.3.2.2 --- """Pupil-respond""" --- p.100 / Chapter 4.4 --- A Brief Summary on the Classroom Discourse Data --- p.100 / Chapter 4.5 --- Findings Based on Students' Interview Data --- p.101 / Chapter 4.5.1 --- Students Asking Questions in English Classroom --- p.102 / Chapter 4.5.1.1 --- Reasons for taking the initiative to ask questions --- p.102 / Chapter 4.5.1.2 --- Moments of raising hand to ask questions --- p.102 / Chapter 4.5.1.3 --- Reasons for not asking questions in English --- p.103 / Chapter 4.5.1.4 --- Reasons for not asking questions in class --- p.103 / Chapter 4.5.1.5 --- Expectations about teacher's answers --- p.104 / Chapter 4.5.1.6 --- Learning from asking questions --- p.104 / Chapter 4.5.2 --- Students answering questions in English classroom --- p.105 / Chapter 4.5.2.1 --- Reasons for taking the initiative to answer questions --- p.105 / Chapter 4.5.2.2 --- Reasons for calling out the answer without teacher's nomination --- p.106 / Chapter 4.5.2.3 --- Reasons for answering in private turns --- p.106 / Chapter 4.5.2.4 --- Reasons for nodding or shaking head to answer questions --- p.107 / Chapter 4.5.2.5 --- Reasons for not taking the initiative in answering questions --- p.108 / Chapter 4.5.2.6 --- Learning from answering questions --- p.109 / Chapter 4.5.3 --- Teacher-Learner Interaction and Classroom Learning --- p.109 / Chapter 4.5.3.1 --- Motivating factors for speaking (in English) in class --- p.109 / Chapter 4.5.3.2 --- Types of classroom atmosphere encouraging verbal interactions --- p.110 / Chapter 4.5.3.3 --- Positive effects of verbal interactions in classroom learning --- p.111 / Chapter 4.5.3.4 --- De-motivating factors for speaking (in English) in class --- p.112 / Chapter 4.5.3.5 --- Types of classroom atmosphere discouraging verbal interactions(in English)in class --- p.113 / Chapter 4.5.3.6 --- Negative effects of non-verbal interactions in classroom learning --- p.113 / Chapter 4.5.3.7 --- Positive effects of non-verbal interactions in classroom learning --- p.114 / Chapter 4.5.3.8 --- Things in mind when learning in silence --- p.114 / Chapter 4.5.4 --- Students' Suggestions for English Teacher --- p.115 / Chapter 4.5.4.1 --- Influences of teacher's image --- p.115 / Chapter 4.5.4.2 --- Expected images and roles of the English teacher in the classroom --- p.116 / Chapter 4.5.4.3 --- Suggested actions to promote T-L interaction --- p.117 / Chapter 4.5.4.4 --- Suggested actions to promote speaking English in class --- p.118 / Chapter 4.6 --- A Brief Summary on the Student Interview Data --- p.119 / Chapter 5 --- DISCUSSION --- p.120 / Chapter 5.1 --- Introduction --- p.120 / Chapter 5.2 --- Students' Participation in English Classroom: An Overview --- p.120 / Chapter 5.2.1 --- Types of Teachers' Elicitation and Students' Responses --- p.121 / Chapter 5.2.2 --- Types of Students' Elicitation and Teachers' Responses --- p.124 / Chapter 5.2.3 --- Language Choice of the Students --- p.126 / Chapter 5.3 --- Non-verbal Participation in Classroom Interaction --- p.130 / Chapter 5.3.1 --- Students' Non-verbal Participation in Answering and Asking Questions --- p.131 / Chapter 5.3.1.1 --- Reasons for answering questions in private turns --- p.131 / Chapter 5.3.1.2 --- Reasons for using body language or games to answer questions --- p.133 / Chapter 5.3.1.3 --- Reasons for not taking the initiative to answer questions --- p.134 / Chapter 5.3.1.4 --- Reasons for not taking the initiative to ask questions in class --- p.141 / Chapter 5.3.2 --- De-motivating Factors for Speaking in Class: A Review --- p.144 / Chapter 5.3.2.1 --- Students' anxiety in ESL classroom --- p.145 / Chapter 5.3.2.2 --- Teacher's influences on students' non-verbal participation --- p.148 / Chapter 5.4 --- Verbal Participation in Classroom Interaction --- p.153 / Chapter 5.4.1 --- Students Verbal Participation in Answering and Asking Questions --- p.154 / Chapter 5.4.1.1 --- Reasons for taking the initiative to ask questions --- p.154 / Chapter 5.4.1.2 --- Reasons for not speaking in English --- p.155 / Chapter 5.4.1.3 --- Reasons for taking the initiative to answer questions --- p.158 / Chapter 5.4.1.4 --- Reasons for shouting out the answer --- p.160 / Chapter 5.4.2 --- Motivating Factors for Speaking in Class: A Study on Teacher's Influence --- p.162 / Chapter 5.4.2.1 --- Expected roles of an English teacher in classroom interaction --- p.163 / Chapter 5.4.2.2 --- Encouraging students' English verbal participation in classroom --- p.171 / Chapter 5.5 --- Chapter Summary --- p.180 / Chapter 6 --- CONCLUSION --- p.183 / Chapter 6.1 --- Introduction --- p.183 / Chapter 6.2 --- A Summary of the Research Objectives and Findings --- p.183 / Chapter 6.2.1 --- Revisiting Research Objectives --- p.183 / Chapter 6.2.2 --- Summarising Research Findings --- p.184 / Chapter 6.2.2.1 --- Classroom discourse data --- p.184 / Chapter 6.2.2.2 --- Student interview data --- p.185 / Chapter 6.3 --- Pedagogical Implications --- p.190 / Chapter 6.4 --- Research Limitations --- p.193 / Chapter 6.5 --- Suggestions for Future Research --- p.194 / Chapter 6.6 --- Chapter Summary --- p.196 / REFERENCES --- p.198 / APPENDICES --- p.211 / Chapter A --- An Overview of the English Language Classroom Interaction Research in Hong --- p.211 / Chapter B --- "Tsui's "" Seventeen-Category System"" and Its Illustration" --- p.213 / Chapter C --- Percentage of Partially and Totally Unintelligible Utterances of the Teachers and --- p.214 / Chapter D --- Relative Population and Distribution of Forty-eight Student Interviewees --- p.215 / Chapter E --- The Codes of the Forty-eight Student Interviewees --- p.216 / Chapter F --- Summary of Students' Explanations for Their Non-verbal Participation --- p.217 / Chapter G --- Summary of Students' Explanations for Their Verbal Participation --- p.218 / Chapter H --- Diagram 2. The Flow of Possible Worries in Students' Mind When They Are to Answer Teacher's Question --- p.219 / Chapter I --- Diagram 3. Possible Things in Students' Mind When They Have A Question in Mind --- p.220

by Hui Hing Fai. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 70-76). / Table of Contents --- p.1 / List of Figures --- p.3 / List of Tables --- p.4 / Chapter Chapter 1 --- Introduction --- p.5 / Purpose of the study --- p.5 / Significance of the study --- p.6 / Chapter Chapter 2 --- Implicit Theory of Intelligence and Achievement Goals --- p.8 / Achievement goals --- p.8 / Chapter - --- Learning and performance goals --- p.8 / Chapter - --- Work avoidance goal --- p.10 / Implicit theory of intelligence --- p.13 / Chapter - --- Helpless and mastery-oriented children --- p.14 / Chapter - --- Adoption of different achievement goals --- p.15 / Chapter - --- The effects of implicit theory of intelligence on the achievement goals --- p.17 / Chapter - --- Implicit theory of intelligence in classroom environments --- p.18 / Chapter Chapter 3 --- Effects of Achievement Goals on Motivational Behavior --- p.21 / Achievement goals and learning strategies --- p.22 / Chapter - --- Effective learning strategies --- p.22 / Chapter - --- Deep and surface level strategies --- p.24 / Chapter - --- Active and superficial cognitive engagement --- p.26 / "Achievement goals, satisfaction and task choice" --- p.28 / Chapter Chapter 4 --- Framework of the Study --- p.31 / Incremental theory of intelligence and achievement goals --- p.31 / Achievement goals and learning strategies --- p.32 / "Achievement goals, boredom and choice of easy task" --- p.34 / Conceptual model --- p.35 / Chapter Chapter 5 --- Research Method --- p.37 / Variables --- p.37 / Hypotheses --- p.38 / Samples --- p.40 / Procedures --- p.40 / Instruments --- p.41 / Statistical analyses --- p.43 / Chapter - --- Preliminary analyses --- p.43 / Chapter - --- Correlations --- p.43 / Chapter - --- Structural equation modeling --- p.44 / Chapter - --- Cross-validation --- p.45 / Chapter Chapter 6 --- Results --- p.47 / Items analysis and factor structure of instrument --- p.47 / Correlatons among variables --- p.51 / Structural relations --- p.52 / Cross validity --- p.57 / Chapter Chapter 7 --- Discussion --- p.60 / The validity of the work avoidance goal --- p.60 / Relations between incremental theory of intelligence and achievement goals --- p.61 / Relations between achievement goals and motivational behavior --- p.62 / Differences between grade 7 and grade 9 students --- p.64 / Implication of the findings --- p.66 / Limitations of the study --- p.67 / References --- p.70 / Appendix1 --- p.77 / Appendix2 --- p.79

This study addressed the incidence of drug use by freshmen at Siuslaw High School in Florence, Oregon, and sought their opinions about effective drug and alcohol prevention programs. The purpose was to provide basic data which would ultimately assist in specific drug and alcohol programs for this population. In phase one, 83 students from four of seven freshmen Health Education randomly selected classes were given the Washington State Survey of Adolescent Health Behavior. This survey consisted of 81 questions about student demographics, students' drug use, and their opinions of drug prevention programs. During phase two, the students were asked open-ended questions about their suggestions for more effective drug prevention programs and curriculum. The survey revealed an average amount of drug use and that the students did not think the drug prevention program at Siuslaw was working. The survey also revealed that teenagers are influenced to drink and use drugs by the media, their friends, and by a lack of activities offered by the community. The study conclusions showed that Florence does have teenage drug use and the community should consider a variety of approaches. Data suggest that more youth support groups, more affordable counseling, and more recreational activities may help reduce drug use. The school needs to develop a more comprehensive drug prevention curriculum and implement it at the younger grade levels. The school combined with the community, should offer more drug-free alternatives and target those youths who are not using drugs and promote their positive behavior. / Graduation date: 1995