The activities attended by elementary students are surely not just the classroom lessons only. It includes the participations in classroom and school wide student organizations, in academic and sport competitions sponsored by schools, regions, and states, in self-study and school plays and other performance organized by schools, as well as the participations in after school activities , such as cram schools, dance schools, music and instrument lessons, sport trainings, homework, housework, and leisure activities. It is believed that student participation is somewhat related to their family socio-economic status and to some extent shaping their personality in respect to their self-esteem, autonomy, attitudes towards school, and educational aspiration. This study was designed to examine the interrelationships between student participation, the socioeconomic status of their family , and their personality development . Our data were collected from the survey administered to the fifth graders and the sixth graders in class randomly and systematically selected from two metropolitan elementary schools with a salient descent background in farming and labor in Kaohsiung City and Fonsan City. It was found that both participations in school activities and after school activities favor students more for students from upper socioeconomic status family than for those from lower socioeconomic status family, except sport competitions, homework, and housework. On the other hand, the participation in school activities appears to bear more impact upon self-esteem, autonomy, attitude, and aspiration than does the participation in after school activities. Nevertheless, neither the participation in school activities nor the participation in after school activities can completely explain away the relationship between socioeconomic status and the personality variables. The personality variables of self-esteem, autonomy, attitudes, and aspiration are a reflection in social opportunity structure, particularly, for those at the elementary schools, and also attuned to the earlier findings in the study in social inequality. This study provides information worthwhile for those in academic and education who are concerned with the welfare and the equal opportunity for the poor.

Sowohl in der Literatur als auch in der schulischen und universitären Praxis gibt es zahlreiche Hinweise, dass Schülerinnen und Schüler mit Beeinträchtigungen, wie bei-spielsweise umschriebenen Entwicklungsstörungen schulischer Fertigkeiten, in Bezug auf ihre psychosoziale Entwicklung zum Teil erheblich benachteiligt sind. Gerade bei Kindern und Jugendlichen mit Lese-Rechtschreibstörungen besteht der Verdacht, dass diese vor allem im Bereich schulbezogener Lebensqualität von einem deutlich höheren Maß an Belastung betroffen sind. Die Studie „LaSSe – Lebensqualität, akademisches Selbstkonzept und Stresserleben von Viert- und Achtklässlern in Berlin“ wurde konzipiert, um die psychosoziale Lage von Schülerinnen und Schülern in Bezug auf die globale und bereichsspezifische Lebens-qualität, auf die allgemeine Stressvulnerabilität und auf mögliche Belastungsfolgen auf der Ebene physischer und psychischer Symptome, auf das akademische Selbstkonzept sowie schulbezogene Einstellungen zu erfassen und zur Rechtschreibleistung in Bezug zu setzen. Die Erfassung der entsprechenden Parameter und Daten wurde mit standar-disierten Fragebögen und Messinstrumenten realisiert, die von insgesamt über 1400 Schülerinnen und Schülern vierter und achter Klassen bearbeitet wurden. Wenn sich ein Nachteil derjenigen Befragten mit niedrigen Rechtschreibleistungen im Hinblick auf eine geringere Lebensqualität bestätigen ließe, könnte das als Hinweis auf den erhöhten Bedarf an pädagogischer und psychosozialer Unterstützung bei spezifi-schen Lernstörungen gelten, der im Zuge der sonderpädagogisch-psychologischen Di-agnostik und professioneller Förderung unbedingt zu berücksichtigen wäre. Die theoretischen Konzepte zum Bezugsrahmen Lebensqualität sowie die Ergebnisse der Studie werden in den Stand der überwiegend psychologisch geprägten Forschung eingeordnet und zum Anlass genommen, Überlegungen zum Stellenwert der Lebens-qualität in der Sonderpädagogik anzustellen. / In the literature as well as in school and university practice, there are numerous indica-tions that students with disabilities, such as specific developmental disorders of scholas-tic skills, are in some cases considerably disadvantaged in terms of their psychosocial development. Children and adolescents with reading and spelling disorders in particular are thought to be affected by a significantly higher level of stress, especially in the area of school-related quality of life. The study "LaSSe - Lebensqualität, akademisches Selbstkonzept und Stresserleben von Viert- und Achtklässlern in Berlin" (LaSSe - Quality of Life, Academic Self-Concept and Stress Experience of Fourth and Eighth Graders in Berlin) was designed to assess the psychosocial situation of students with regard to global and sector-specific quality of life, general stress vulnerability and possible stress consequences at the level of physical and psychological symptoms, academic self-concept and school-related attitudes, in relation to spelling performance. The collection of the corresponding parameters and data was realized using standardized questionnaires and measuring instruments, which were processed by a total of more than 1400 students of fourth and eighth grades. In case the assumed disadvantage of those respondents with low spelling skills with regard to a lower quality of life could be confirmed, this could be seen as an indication of the increased need for pedagogical and psychosocial support for students with specif-ic learning disorders, which must be taken into account in special educational and psy-chological diagnostics and professional support. The theoretical concepts on quality of life and corresponding parameters as well as the results of the study will be integrated into the current state of predominantly psycho-logical research and will provide an occasion to reflect on the significance of quality of life in special education.