The purpose of this study was to understand the relationships between multiple intelligences, thinking styles, and critical-thinking abilities of the fifth- and sixth-grade students. Investigation method was employed in the study. 578 fifth- and sixth-grade students in the suburban and urban areas of Tainan and Kaohsiung participated in this study. The employed instruments included Multiple Intelligences Appraisal, Thinking Styles Appraisal for the Primary Students, and the Test of Critical-thinking Skills for Primary and Secondary School Students. The applied analysis methods were Descriptive Statistics, Hotelling¡¦s , Multivariate Analysis of Variance, Canonical Correlation Analysis, and Discriminant Analysis. The main findings of this study were as follows: 1. There were no significant gender differences in critical-thinking abilities. 2.The students¡¦ critical-thinking abilities in urban areas were better than those in suburban areas. 3. The students¡¦ logical-mathematical intelligence and linguistic intelligence were positively correlated with their abilities of making deductions and evaluating arguments. 4. There were no significant differences in critical-thinking abilities for students with different level of executive thinking style. 5. There were significant differences in critical-thinking abilities for students with different level of legislative thinking style. 6. There were significant differences in critical-thinking abilities for students with different level of judicial thinking style. 7. The students¡¦ living areas, logical-mathematical intelligence, linguistic intelligence, and judicial thinking style were positively correlated with their abilities in recognizing assumptions, making deductions, and evaluating arguments. Finally, the researcher proposed some suggestions for the educational organizations, the primary school teachers, and future studies.

The purpose of this study was to determine : 1. What actions sixth grade children think should be taken in situations that contain certain elements of c ivil rights. 2. The reasons given by the s ixth grade children for choosing these actions. A measuring instrument was constructed from 14 court cases containing certain elements of civil rights. These court cases were then rewritten so that sixth grade students could comprehend the vocabulary and situations described. Statements for students responses were developed from the case itself, newspapers, and magazine articles. Two sixth grade classes and one fifth grade class served as a pilot group for the study. The responses and suggestions of these students were used by the author to refine the measuring instrument. Approximately 5 per cent or 1, 192 students of the sixth grade population in the public schools of Utah participated in the study. The school districts in the state were divided into five population groupings. This was done by first ranking the school districts by their sixth grade population, then dividing the school districts into five groups representing about one-fifth of the sixth grade population. From these five groups, schools were then selected on a random basis for participation in this study. The administrator of each school selected to participate in the study was contacted by letter for permission to conduct the study in his school. lf permission to conduct the study was not granted additional schools were contacted until sufficient schools were obtained. The inventory responses were scored as correct or incorrect as they corresponded with the decisions and explanations given in the court case. Opinion inventories such as the one employed in the present study a r e subjective. This permits a discrepancy to exis t between the answer chosen and the true opinion of the situation studied. Subject to these limitations the following findings seem pertinent to this study: 1. The children involved in this study disagreed with the decision. of the court on seven of the 14 situations. 2. The children involved in this study disagreed with the reasoning of the court on eight of the 14 situations. 3. Because of the consistency of the responses made by the children it is apparent that they have begun to establish standards for use in judging their actions in situations involving certain elements of civil rights. 4. Significant differences did exist at the 5 per cent level of confidence among the population groupings on ten of the 28 variables. 5. Significant differences did exist at the 5 per cent level of confidence between boys and girls on 15 of the 28 variables. Boys were more supportive of authorities such as school teachers, school administrators, boards of education, economic leaders, and officers of the government than were girls. Girls supported the cause of individual liberties and Negro rights more often than boys. 6. There was evidence that the sixth grade children in this study were opposed to the punishing of young people. 7. Respect for authority as represented by school teachers, school administrators, boards of education, and economic leaders was lacking. 8. The children involved in this study gave support to the cause of equal rights for Negroes.

The purpose of this study was to determine the effects that certain classroom management techniques would have on the self concepts and choice status of sixth grade students and to assess the potential of these techniques. All sixth grade students (86) enrolled in one elementary school participated in this study. There were four class sections, two of which made up the experimental group and two of which made up the control group. Only those students who were enrolled at the beginning of the study were included in the final data analysis. The IPAT Children's Personality Questionnaire, What You Do and What You Think (1963) provided a measurement of self concept. This instrument was reported to be a standardized self evaluation scale that assessed fourteen factors of personality. The sociometric test of specific criteria was used to identify students of low choice status. These two instruments were administered in January of 1972 and again in May of 1972.

To determine correlates of better academic performance, a scale was devised for this study to measure children's attributions to ability and effort in academic success and failure situations. These measures as well as measures of locus of control an d perceived contingency of teacher rewards and punishments were related to achievement test scores, grades, and a teacher's ratings of the helplessness or competence of classroom behaviors. Subjects were 137 sixth-graders (66 girls and 71 boys). Intercorrelations of the variables show consistent relationships between attributions to lack of effort in failure situations and to ability in success situations and better academic performance. Locus of control was only weakly related to academic achievement measures. The contingency measures, also devised for this study, were disappointingly unreliable.

To determine the relationship among learned helplessness, locus of control, and academic achievement, data from 86 sixth graders were gathered and intercorrelated. Contingency of teacher-administered rewards and punishments as perceived by school children, and helpless behavior of students as judged by their teachers were measured. The Children's Nowicki-Strickland Locus of Control Scale was used to measure locus of control orientation. A positive relationship between academic achievement and locus of control was found. The contingency of reward scale was found to be predictive of academic achievement and helpless behavior. Virtually no significant relationships were found between any of the other variables and the contingency of punishment scale. Helpless behavior was found to be predictive of low academic success and an external locus of control.

This study aims to design and investigate the effect of Self-Esteem Enrichment Bibliocounseling Program on the self-esteem level of sixth grade students. Twenty four subjects (13 female, 11 male) out of 166 total sixth grade students from a university affiliated private middle school in Ankara, were randomly selected based on Coopersmith Self-Esteem Inventory (CSEI) total scores and assigned to treatment and no-treatment control group conditions. An experimental design with one selfesteem treatment group and one no-treatment control group, and two measurements (pre and post) were used to investigate the effectiveness of Self-Esteem Enrichment Bibliocounseling Program. The treatment program developed by the researcher was introduced to subjects during eight weeks. The group sessions were held once a week. Each session lasted 80 minutes. Mixed Design (one between and one within factor) Repeated-Measures Analysis of Variance (ANOVA) was employed to the pre-test and post-test CSEI scores of experimental and control group subjects. Results indicated that, the Self-Esteem Enrichment Bibliocounseling Program employed to the treatment group produced significant increase in treatment group subjects self-esteem scores.

The problem of this study was to measure, to compare, and to analyze the amount of stress, as indicated by heartbeat rate, experienced by students during teaching-learning activities in sixth-grade mathematics in a regular classroom. The bases for comparison were the heartbeat rates of selected students as recorded by a cardiotachometer and achievement scores on pretests and posttests dealing with verbal problems. All data were analyzed using the t-tests for the significance of the difference between the means. Findings of the study showed that students did experience increased heartbeat rates while solving verbal problems in sixth-grade mathematics. Also, during the teaching-learning activities, students who solved verbal problems using the realistic approach did not experience more stress than students who solved problems using the standard approach. The standard group did not perform significantly better than the realistic group on the standard pretest-posttest. However, students who were involved in the realistic method achieved better on all types of problems than did students who were taught by the standard method.