The research aimed at understanding the adolescent money attitude and analyzing the relationship between social economic status, materialism and adolescent money attitude. The research adopted the questionnaire. The participants chosen at random were high schools students in Kaohsiung city, Kaohsiung county and Pintong county. The questionnaire was adapted from a foreign questionnaire. It consisted of three parts: basic personal data, money attitude questions and materialism questions. The research adopted T test, one way ANOVA, Pearson¡¦s correlation and multiple regression to analyze those data. The findings were as follows: 1. Most adolescence didn¡¦t regard money as prestige and quality. They didn¡¦t have the sense of security toward money but being anxious for money. Therefore, they were cautious with money. 2. Male adolescence tended to regard money as prestige more than female adolescence. 3. Senior high school adolescence viewed money as the prestige, quality and source of anxiety more than junior high school adolescence. Therefore, they were less cautious with money than junior high school adolescence. 4. Adolescence with allowance regarded money as prestige, quality and source of anxiety more than one who didn¡¦t have allowance. 5. Adolescence who had the habit of saving money viewed money as prestige, quality and source of anxiety less than one who didn¡¦t have the habit of saving money. 6. Adolescence with higher social economic status thought money could change higher quantity and service more than the adolescence with low social economic status. 7. Adolescence with higher materialism was likely to think money represented prestige and quality. They didn¡¦t have the sense of security about money and were anxious for money. Besides, they weren¡¦t cautious with money. 8. Materialism factor predicted adolescent money attitude very well.

There is a paucity of research juxtaposing parental education level and teacher emotional support in a single study which examines their relative impacts on students’ academic achievements. Therefore, the first objective of this dissertation is to study the influence of parental education level, in comparison to the influence of teacher emotional support, on students’ math performance, by using more representative data and a rigorous statistical method. The second objective is to identify and examine how some important psychological traits (both affective and cognitive) mediate the effects of social factors on students’ math performance. The third objective is to examine whether those relationships are moderated by gender. Hong Kong’s survey data is extracted from the Program of International Students Assessment (2003) as organized by Organization for Economic Co-operation and Development (OECD), on the math performances of 4,478 students at the age of fifteen. Measurement invariance was first tested, and then followed by Confirmatory Factor Analysis. Two structural models were tested by Structural Equation Modeling using Linear Structural Relations (LISREL) 8.5 which is computer software for SEM. Results indicated that first, parental education level affects children’s math scores by providing home education resources and enhancing children’s math self-efficacy, and second the Self Determination Theory is applicable in supporting the hypothesis that teachers affects their students’ math scores by providing a cooperative learning environment, which in turn, enhances students’ affective and cognitive factors. Three important mediators, namely cooperative learning environment, math self-efficacy, and home education resources are concluded as significant mediating factors upon the effects of parents and teachers on students’ math performance. The perceived support from parents and teachers are not significantly different across gender in Hong Kong. This is consistent with recent studies that differences favoring males in mathematics achievement are disappearing. Theoretical contributions and practical implications are discussed in the final part of the dissertation.

This study is examining the institutionalization degree of the rural development nongovernmental organizations (NGO) and the social-economic status of the employees in those NGOs. The development NGO sector has enormously grown within last three decades. It has also been a period of reorganization for capitalism. The neo-liberal political economy has replaced the Keynesianism/Fordism, integrating the national economies into the global economy. This integration has resulted in increasing income inequalities, poverty, and unemployment. Middle classes have lost their jobs, and their life standards have eroded. In the period, the international funds channeled to the NGOs have increased to a great extent. The growth of the development NGO sector is closely linked to those consequences of the neo-liberal reorganization. Poverty, qualified but unemployed individuals, and the international funds have made it possible, inevitable in fact, for the NGOs to proliferate and enlarge. As they enlarge their scope, they have to develop institutional structures, which in turn employ more qualified people. In addition to their role in the struggle against poverty and in the, more or less radical, criticism of the social and economic order, NGOs have acquired a new function, creating employment and a certain level of social-economic status, a status of middle class, for those employed. What we have been observing in Turkey is similar to the developments in the other parts of the world: economic crisis in 1970s, military junta, liberalization of economy, poverty and unemployment. Within this political economy, the rural development NGO sector of Turkey seems not institutionalized but having turned into an employment opportunity for middle class. Nevertheless, its role in the democratization process of the country is still important as far as the critical perspective is kept in effect.

本研究之目的主要是為探討國立政治大學大學部學生家庭社經背景對其工讀行為之影響。對於本研究的進行，研究者將探討「家庭社經地位」、「其他背景變項」、「助學貸款」與「工讀行為」等變項間的關係。 本研究以九十七學年度第二學期社會科學學院二至四年級大學部學生為調查對象，以問卷調查法蒐集資料，有效問卷434份。研究工具為自訂「政治大學社會科學學院大學部學生家庭社經背景調查問卷」，所取得之資料以Probit模型檢定，使用Limdep 7.0套裝軟體進行資料分析。 在敘述統計部分，樣本資料中，以社會系學生有工讀行為之比例最高，而財政系學生工讀之比例則相對最低；若以年級區分，三年級學生有工讀行為之比例遠高於二年級與四年級學生；在性別上，女生工讀之比例高於男性。經進一步分析，父親教育程度為專科或高中職者，該大學生打工比例占樣本數八成，母親教育程度在國中小以下者，該大學生打工比率最高，占86.89％；父親目前失業或退休者，其子女打工比率最高，為81.54％，而母親則不論是家管、工作中、失業或退休，大學生工讀行為占樣本比例，均高達7成。家庭月收入在3萬以下者，大學生工讀比例為90.20％，在家庭結構上，單親家庭之大學生工讀比例略高於雙親家庭，而手足總數超過4人者，工讀比例均為100％。申請助學貸款者，工讀比例為93.62％，調查並發現，有75.12％的樣本曾有工讀情形；依據曾打工之樣本進一步分析，在打工地點上，校內與校外所占比例相當，在對學業成績之影響上，60.74％認為無影響，持正面影響與負面影響之樣本，均近2成。 經由Probit模型估計後發現：在家庭社經地位中，父親教育程度為專科或高中職者，對大學生工讀行為有顯著的正向影響；母親教育程度則除了大學之外，博碩士、專科與國中小者均對大學生工讀行為有顯著的正向影響；父母親就業現況對大學生工讀行為無顯著影響；而家庭月收入在3萬元以下者，對大學生工讀行為則有顯著正向影響。 其他背景變項中，社會科學學院大學部各系所中，僅民族系對學生工讀行為有顯著的正向影響；而二年級對工讀行為有顯著的負向影響；性別對於工讀行為，在統計上並無顯著影響，手足總數在對大學生工讀行為上也呈現顯著的正向影響。 而在助學貸款方面，經過分析亦發現，對大學生的工讀行為有顯著的正向影響。 / The purpose of this study is to investigate the impact of family social and economic background of undergraduate students from National Taiwan Chengchi on their working decisions. For the proceed of this study, the researcher will probe about the relationship among the variables of “family social and economic background, “other background variables,” “student loan,” and “working decisions.” This study has based on the undergraduate students from sophomore to senior year with the College of Social Science at the second semester of 2008 academic year as its target, and questionnaire method is used to collection information, with 434 valid questionnaires retrieved. The research tool is of the self-produced “Family Social and Economic Background Questionnaire of Undergraduate Students from College of Social Science of National Chengchi University,” and the information obtained will be verified with Probit model, using Limped 7.0, software to conduct information analysis. In terms of descriptive statistics, it is found, from samples information, that students from department of sociology are given the highest ratio of working decisions, while those from department of finance are found with the lowest ratio. If it is classified in terms of year, the ratio of junior students with part-timing behavior is found far higher than those of sophomore and senior year; in terms of gender, the ratio of female students with part-timing behavior is relatively higher than those of male students. With further analysis, it is found that if the students whose fathers are found with educational background of junior college or high school the ratio of those students with part-timing behavior would have amounted to 80% of the samples, and if those students whose mother are found with educational background below junior high and elementary school the ratio of those students with part-timing behavior accounts the highest, amounting to 86.89%. As for father who are currently retired or unemployed, the ratio of their children is found with the highest part-timing behavior, amounting to 81. 54%; as for those students whose mother works as housewife, or who are with employment, unemployed, or retired, the ratio of university students who are part-timing among the samples has average reached 70%. For family with income less than NT$30,000, the ratio of student with part-timing behavior reaches 90.02%; in terms of family structure, the ratio of university student from single-parent family who part-times is slightly higher than those from dual-parent family; as for family with siblings over 4 people, the ratio of part-timing behavior is entirely 100%. For those students who apply for student loan, their ratio of part-timing behavior is 93.62%, and it is fond from the investigation that 75.12% of the samples are given with part-timing behavior; based on the samples with part-timing behavior for further analysis, it is found that the ratio of part-timing location within and outside the school is relatively the same; as for effect on their academic performance, 60.74% of the students believe that it does not effect at all, with about 20% of the samples that hold either positive and negative effect. It is found from the estimation of Probit model that if the educational background of the student’s father is found either with junior college or high school it would, in terms of family social economic status, render positive impact on the part-timing behavior of the student. Aside from educational background of the student’s mother who is found with college education, their educational background with either Ph.D, master, junior college, junior high, or elementary school, it would render with prominent positive impact on the part-timing behavior of students. As for current employment of the parents, it would hardly render any significant on the part-timing behavior of the student; for family whose monthly income that is less than NT$30,000, it would render with positive impact on the part-timing behavior of the student. Among other family variables, it is found that only the Department of Ethnology renders with positive impact on the part-timing behavior of students among each of the undergraduate students from the College of Social Science; sophomore year renders with significant negative impact on the part-timing behavior of the students. As for gender on part-timing behavior, it does not provide any significant impact statistically, while the number of total siblings has exerted prominent positive impact on the part-timing behavior of the students. In terms of student loan, it is found, after analysis, that it would exert rather significant and positive impact on part-timing behavior.

The study aims to understand the inclusive attitude by the senior-graders in elementary school toward the classmates of intellectual disability. The study explores that the difference of the inclusive attitudes by the senior-graders in elementary school toward the classmates of intellectual disability under different background variables (such as gender, grade, contact level, whether serving as an officer in the class or not, academic performance, the social and economic status of the family etc.), predicting ability of the inclusive attitude by the students in elementary school toward the classmates of intellectual disability under different background variables, and present viewpoints and make suggestions based on the research results to provide reference for inclusive education development of the elementary school in the future. The study adopts the questionnaire survey method in the research method, develops research framework by referring to internal and external relative literature, and develops ¡§the questionnaire survey of the peer inclusive attitude by the senior-graders in Chao Shiang Elementary School in Kaohsiung County¡¨, wherein by ¡§personal basic information¡¨, ¡§the learning acceptance attitude by the peers¡¨, ¡§the support acceptance attitude by the peers¡¨ and ¡§the friendship acceptance attitude by the peers¡¨ etc., the inclusive attitude scale by the students in Chao Shiang Elementary School toward the classmates of intellectual disability, the study understands the sample property and compares the difference of the inclusive attitudes by the students of different backgrounds toward the classmates of intellectual disability after basic information of the subjects is collected. The study makes a sampling survey after completion of the questionnaire and utilizes the unsimplified Chinese version of the statistic package software SPSS FOR WINDOW 10.0 and the statistic package software Excel 2003 to make a statistic analysis of sampling data to present research conclusions and make research suggestions after completion of survey. The study takes the senior-graders studying in Chao Chiang Elementary School in Kaohsiung County as research objects and adopts the disproportional stratified random sampling method to test a sampling. The study sends out 210 questionnaires to collect questionnaire information, recovers 207 questionnaires (the recovery rate is 98.57%), and 205 valid samples are finally acquired (the valid recovery rate is 97.62%) after invalid questionnaires are deleted. The study finds: The learning acceptance attitude by the senior-graders in Chao Chiang Elementary School in Kaohsiung County toward the classmates of intellectual disability tends to be aggressive and positive. The support acceptance attitude by the senior-graders in Chao Chiang Elementary School in Kaohsiung County toward the classmates of intellectual disability tends to be aggressive and positive. The friendship acceptance attitude by the senior-graders in Chao Chiang Elementary School in Kaohsiung County toward the classmates of intellectual disability tends to be aggressive and positive. The background variables of the senior-graders in Chao Chiang Elementary School in Kaohsiung County don¡¦t have significant difference, no matter in gender, grade, contact level, whether serving as an officer in the class or not, academic performance, the social and economic status of the family. The inclusive attitude scale in the learning acceptance attitude by the peers, the support acceptance attitude by the peers and the friendship acceptance attitude by the peers does not have predicting ability. Besides, the study also finds that the contact level between the subject students in Chao Chiang Elementary School and the classmates of intellectual disability is very high. Because Chao Chiang Elementary School has implemented inclusive education for a period of time, the subject students are somewhat familiar with the classmates of intellectual disability, which may be also one of the reasons which the acceptance attitude by the students generally tends to be aggressive and positive. Finally, the study makes suggestions to provide reference for the authority concerned, school, teachers, and future research based on the findings and generalized conclusions of the study.

Darbo tikslas: nustatyti pirmų klasių mokinių fizinio aktyvumo ir mitybos sąsajas su šeimų socialine ir ekonomine padėtimi Kauno miesto mokyklose. Darbo uždaviniai: 1. Įvertinti Kauno miesto pirmų klasių mokinių fizinį aktyvumą; 2. Įvertinti Kauno miesto pirmų klasių mokinių mitybos ypatumus; 3. Išanalizuoti Kauno miesto pirmų klasių mokinių šeimų sociolinius-ekonominius veiksnius; 4. Nustatyti sąsajas tarp Kauno miesto pirmų klasių mokinių fizinio aktyvumo, mitybos bei šeimos socialinės-ekonominės padėties. Tyrimo metodika: COSI tyrimo pagrindu, apklausos anketoje tėvams/globėjams buvo pateikti 48 klausimai. Anketą Kauno mieste užpildė 407 tėvai. Duomenų statistinė analizė atlikta naudojant SPSS 19.0 for Windows programą. Rezultatai: Pusė Kauno miesto pirmų klasių mokinių yra fiziškai aktyvūs – 53,4% berniukų ir 55,3% mergaičių. Švieži vaisiai pirmų klasių moksleivių racione vartojami dažniau nei šviežios daržovės (p<0,05), Bulvių traškučiai, pica yra valgomi retai – kelis kartus per mėnesį, o sausainiai ir saldainiai pirmų klasių mokinių valgomi 1-3 kartus per savaitę. Didžioji dalis 82,2% berniukų ir 77,9% mergaičių gyvena pilnoje šeimoje (p>0,05), namuose su visais patogumais. Daugumos tėvų išsialvinimas yra vidutinis, mamų – dažniausiai yra aukštasis. Išvados: Dauguma Kauno miesto pirmokų yra fiziškai aktyvūs. Nustatyta, kad dauguma pirmokų pusryčiauja kiekvieną rytą. Švieži vaisiai pradinių klasių moksleivių racione vartojami dažniau nei šviežios daržovės. Pirmų klasių... [toliau žr. visą tekstą] / The aim of the study: set the first grade students of physical activity and dietary links to families' social and economic situation in Kaunas city schools. The objectives of the study: 1. Rate Kaunas city first-grade students of physical activity; 2. Rate Kaunas city first-grade students nutrition features; 3. Analyze Kaunas city first-grade students of families of social and economic situation; 4. Identify links between Kaunas city first grade students of physical activity, nutrition and social and economic situation. Research Methods: COSI research-based questionnaire survey to parents / guardians were present 48 questions. The form is filled out in Kaunas 407 parents. The statistical analysis was performed using SPSS 19.0 for Windows program. Results: Half of the city of Kaunas first grade students are physically active – 53,4% of boys and 55,3% girls. Fresh fruits in the diet of first-grade students used more often than fresh vegetables (p<0.05), potato chips, pizza is eaten rarely – a few times a month, and cookies and candy in the first grade eaten 1-3 times a week. The majority of the 82.2% of boys and 77.9% girls living in nuclear family (p>0.05), at home with all the amenities. The majority of parents are išsialvinimas average, mothers – are usually higher. Conclusions: Most of the the city of Kaunas and first graders are physically active. It was found that the majority of first graders have breakfast every morning. Fresh fruits in the diet of the children were... [to full text]

Στα πλαίσια της εργασίας αυτής διαπραγματευθήκαμε κυρίως την έννοια της αυτοεκτίμησης και την επίδραση του κοινωνικο-οικονομικού επιπέδου της οικογένειας σε αυτήν. Για να γίνει περισσότερο αντιληπτή η έννοια της αυτοεκτίμησης, στο δεύτερο κεφάλαιο της εργασίας γίνεται η αποσαφήνιση των όρων και αναφερόμαστε τόσο στην έννοια του εαυτού με τις αντίστοιχες ψυχολογικές προσεγγίσεις όσο και στην έννοια της αυτοαντίληψης. Στο τρίτο κεφάλαιο εξετάζουμε την αυτοεκτίμηση ως έννοια στα πλαίσια τόσο της οικογένειας όσο και της κοινωνίας και του σχολικού περιβάλλοντος. Τέλος επιλέξαμε την διεξαγωγή μιας ποιοτικής έρευνας με ημιδομημένη συνέντευξη και συμμετοχή τεσσάρων εκπαιδευτικών (δασκάλων) για την αποσαφήνιση και επιβεβαίωση / ανάπτυξη της θεωρίας. Στις συνεντεύξεις αυτές οι εκπαιδευτικοί δίνουν μια ενδεικτική εικόνα των αιτιών της χαμηλής αυτοεκτίμησης σε Έλληνες και αλλοδαπούς μαθητές και παρουσιάζουν την επίδραση της μετάβασης στο σχολικό περιβάλλον, του κοινωνικο-οικονομικού επιπέδου και της κοινωνικής αναγνώρισης που επιζητούν οι μαθητές. / In the context of this work we mainly negotiated the significance of self-estimation and the effect of the socio-economic status of the family in this. In order to make more perceptible the significance of self-estimation, in the second chapter of this work we make the clarification of terms and refer to the significance of self with the corresponding psychological approaches as much as in the significance of self-conception. In the third chapter we examine the self-estimation as significance in the frames of family of what society and school environment. Finally we selected the conduct of qualitative research with semi-structured interview and attendance of four teachers of (schoolteachers) for the clarification and confirmation/growth of theory. In the interviews these teachers give a indicative picture of causes of low self-estimation in Greek and foreign students and they present the effect of passage in the school environment, socio-economic status and social recognition that the students seek.

This research is set within the context of the Kenyan Public Universities, where with the changing student population dynamics, students are increasingly choosing to combine parenting with studies. Many of these student parents both male and female have had to negotiate the academic requirements as well as the burden of parenthood. Such a study is important at this time of privatization and liberalization of higher education in order to open up public discourse on the provision of higher education and the effect on the socio-economic status of the students. Using qualitative research analysis based on socio-educational, socio cultural as well as socio-economic status (SES), a study was designed and conducted with the question posed: What are the socio-educational approaches of public universities with respect to student parents. Eighteen (18) interviews of ten (10) university officials and eight (8) student parents formed the research sample. Qualitative research questions were prepared in an in-depth interview guide and a focus group questioning route. Data revealed that there are students both male and female who are actively parenting in the public university and that they face role conflict and financial challenges which impacts on retention and completion rates of students in the public university. The research argues that there is need to create awareness of socioeconomic status (SES) in the university approach to inclusiveness of all students as well as student parents. Recommendations based on this study should be helpful as guidelines for a model on guidance for student parents as well as documentation of a clear policy on approaches or support for student parenthood in the public university. / Educational Studies / D. Ed. (Socio-Education)

This research is set within the context of the Kenyan Public Universities, where with the changing student population dynamics, students are increasingly choosing to combine parenting with studies. Many of these student parents both male and female have had to negotiate the academic requirements as well as the burden of parenthood. Such a study is important at this time of privatization and liberalization of higher education in order to open up public discourse on the provision of higher education and the effect on the socio-economic status of the students. Using qualitative research analysis based on socio-educational, socio cultural as well as socio-economic status (SES), a study was designed and conducted with the question posed: What are the socio-educational approaches of public universities with respect to student parents. Eighteen (18) interviews of ten (10) university officials and eight (8) student parents formed the research sample. Qualitative research questions were prepared in an in-depth interview guide and a focus group questioning route. Data revealed that there are students both male and female who are actively parenting in the public university and that they face role conflict and financial challenges which impacts on retention and completion rates of students in the public university. The research argues that there is need to create awareness of socioeconomic status (SES) in the university approach to inclusiveness of all students as well as student parents. Recommendations based on this study should be helpful as guidelines for a model on guidance for student parents as well as documentation of a clear policy on approaches or support for student parenthood in the public university. / Educational Studies / D. Ed. (Socio-Education)