Dissertations / Theses on the topic 'Emotions in adolescence – Study and teaching'
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Wilhite, Shannon. "Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33212/.
Full textBrooker, Ian. "Social competence a study of adolescents in an outdoor setting /." Master's thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/84422.
Full textBibliography: leaves 86-89.
Introduction -- Literature review -- The challenge program -- Methodology -- Analysis of questionnaire data -- Analysis of interviews -- Discussion of results.
This study investigates the effects of a week long challenge program on adolescents' social skills and in particular social competence. Current research has shown that there can be positive outcomes for participants attending outdoor education programs, however little is known about the nature and causes of such effects for short term programs. -- Thirty six students attending schools in the Sutherland Shire, south of Sydney were nominated by teachers to attend the week long program and subsequent follow-up sessions. The Life Effectiveness Questionnaire H-1 (Neill, Marsh & Richards, 2003) was completed pre and post program and again six months later. This was used to quantify any change that occurred in the eight constructs measured by the questionnaire deemed to constitute "life effectiveness' in the post program period. -- A cohort of students (n=100) was interviewed immediately after the program and six months later. The questioning sought to determine if participants observed changes in their own social skills and those of others. Interviwees were also asked to identify specific activities that they felt were of general benefit and assisted in the development of personal social skills. The instructor and supervising teacher who attended the same program were asked to identify changes in participants and significant events that may have contributed to participants' reported changes. -- Results from the questionnaire showed significant gains in the constructs of Social Competence and Time Management. These however declined over the sixth month period after the program. It appears that the effect of short term outdoor education programs on Life Effectiveness is short lived. In contrast, the qualitative data collected from interviews showed that participants had observed changes in their social skills and attributed these to the challenge and group activities within the program. Participants reported that these benefits were long lasting. -- The findings of this study demonstrate the positive benefits of short term outdoor education programs and the need to further investigate the post program experience.
Mode of access: World Wide Web.
viii, 94 leaves ill
Loh, Ka-yee Elizabeth, and 羅嘉怡. "A study of Hong Kong primary school students' ability to express emotions in their Chinese writing =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38300928.
Full textHo, Kam-kau Elizabeth, and 何劍翹. "Teacher emotions: autoethnography of a Hong Kong teacher who begins to teach ethnic minority students Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50639262.
Full textpublished_or_final_version
Education
Doctoral
Doctor of Education
Ho, Yiu-shun, and 何耀舜. "Acquiring a better English accent by second language adolescence learners: what can passive exposure do?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36219526.
Full textCafferky, Marlene B. "A curriculum for dealing with anger as an emotion in the first-grade classroom." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/447.
Full textShanker, Utpala. "Relation of family functioning to treatment outcomes in day and residential programs a clinical study with emotionally disturbed adolescents /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3121.
Full textHandy, Jessica. "Foundations for teaching as ministry a pilot study of small group vocational discernment in teacher education programs at Christian colleges and universities /." Theological Research Exchange Network (TREN), access this title online Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
Full textBoujarwah, Fatima Abdulazeez. "Facilitating the authoring of multimedia social problem solving skills instructional modules." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/43644.
Full textKnollman, Gregory. "From Adolescence to Adulthood: Analyzing Multiple Perspectives on the Transition from High School to Post-School Life through a Multi-Case Study Design." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5973.
Full textEdwards, Ronald Frederic. "The development of a motivational model for enhancing accomodations of at-risk learners in vocational education programs." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/937.
Full textYücel, Koç Melike. "Emotion Language and Emotion Narratives of Turkish-English Late Bilinguals." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/208.
Full textHardie, Alison. "Eating disorders, body image and weight control life orientation teachers' knowledge, attitudes and behaviours." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/394.
Full textChandler, Erol. "Increasing Evidence Based Reasoning in an 8th Grade Classroom Through Explicit Instruction." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1474.
Full textGrima, Francis Gerald. "Assessing the Importance of Self-Concept Intervention Among High School Students As Measured by the Piers-Harris Children's Self-Concept Scale." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279154/.
Full textSweitzer, Marilyn Jean. "Positive prevention: The relationship between teacher self-efficacy, program implementation, and student outcomes." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2698.
Full textShamoon, Stephanie. "Understanding the Role of Mathematical Anxiety, Disaffect and Emotion in Learning and Teaching the Subject of Mathematics : A Qualitative Study of Swedish Student Teachers’ Experiences and Feelings towards Mathematics Education." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104744.
Full textVid sidan av den internationella konsensusen där vikten av matematik lyfts i dagens kunskapssamhälle, har medvetenheten kring matematisk ångest bland barn och vuxna ökat. Inom detta, relativt begränsade, forskningsområde har studier visat på att matematisk ångest är avsevärt större bland lärarstudenter i jämförelse med andra universitetsstuderande. Dessutom har studier påvisat att denna ångest kan påverka lärares framförande i klassrummet och i sin tur sina elevers uppfattning av matematik. I Sverige har resultaten från PISA 2012 undersökningen visat att svenska 15-åriga elevers ångest gentemot matematik har ökat signifikant de senaste tio åren. Med denna bakgrund är syftet med denna studie att undersöka en grupp lärarstudenters känslor och erfarenheter kring matematik, med målet att få en djupare förståelse för negativa känslor, så som matematisk ångest. Utifrån kvalitativa forskningsansatser, där en enkätundersökning med drygt 100 svenska lärarstudenter, intervjuer samt en fokusgrupp med en mindre grupp studenter har genomförts, visar resultaten att majoriteten av undersökningspersonerna har upplevt negativa känslor av olika slag gentemot matematik. Med stöd i poststrukturella teorier, där känslor betraktas som en social konstruktion, påvisar studien indikationer på att känslor uppkommer när studenter positionerar sig, eller blir positionerade, inom diskursiva praktiker. Subjektivitet konceptet har därtill varit väsentlig för en djupare förståelse för studenternas process mot att bli lärare.
Leech, Andrea Dawn. ""What Does This Graph Mean?" Formative Assessment With Science Inquiry to Improve Data Analysis." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1537.
Full textJohnson, Gwendolyn Gay. "An analysis of the impact of an official diagnosis and label of ʹdyslexiaʹ on pupils’ self-concept and self-esteem : a sociological case study involving pupils in Grahamstown." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013124.
Full textPang, Weng Si. "Impact of perceived mothers' and fathers' parenting practices on adolescents' academic achievement and school misconduct among Taiwan junior high school students." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2552798.
Full textLofton, Dana Renia. "Guidebook for middle and high school teachers and students in conflict management." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2697.
Full textHarrigan, Mary Elizabeth. "The art of self-discovery: Integrative opportunities for alternative settings." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2682.
Full textNobre, Suzana. "As dimensões do domínio afetivo identificadas em alunos com indicação de fracasso em matemática escolar, durante uma sequência didática envolvendo a geometria." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21709.
Full textMade available in DSpace on 2018-12-11T11:59:03Z (GMT). No. of bitstreams: 1 Suzana Nobre.pdf: 29189043 bytes, checksum: da5a6e67fdc9a55355dfee73aa58ad19 (MD5) Previous issue date: 2018-09-17
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This research aims to identify dimensions of the affective domain that emerge from the interactions among students during a didactic sequence involving geometry. The study considered as descriptors of the affective domain the beliefs, the emotions and the attitudes, with its subcategories. The hypotheses formulated presuppose that cognition and affection cannot be investigated separately as affection cannot be investigated separately from the context in which the student is inserted. The subjects of the research were the students of the 5th year of Elementary School in a public school in the city of São Paulo. The focus of the observations fell particularly on the students indicated for the parallel recovery of Mathematics. The data collection was done with the video recordings of the groups and the classroom during the application of the didactic sequence, which was elaborated based on the Theory of Didactic Situations and took into account the cognitive conditions of learning of the geometry. The qualitative analysis of the emotional episodes – extracts of events in the classroom recorded in fragments of video recording was made. The analysis of the data allowed to identify the emergence of beliefs, attitudes and emotions, intrinsically related to learning during the group activities of the didactic sequence. It was also possible to identify the cognitive, affective and intentional components of attitudes that influence behavior. In addition, it showed the interdependence of the dimensions of the affective domain, that is, the influence that one dimension exerts on the emergence of another dimension. Thus, the hypotheses were verified, indicating that it is possible and necessary to definitively break with the dichotomy cognition and affection
Esta pesquisa tem o objetivo de identificar dimensões do domínio afetivo que emergem das interações entre alunos durante uma sequência didática envolvendo a geometria. O estudo considerou como descritores do domínio afetivo as crenças, as emoções e as atitudes, com suas subcategorias. As hipóteses formuladas pressupõem que cognição e afeto não podem ser investigados separadamente, assim como o afeto também não pode ser investigado separadamente do contexto no qual o aluno está inserido. Os sujeitos da pesquisa foram os alunos do 5º ano do Ensino Fundamental de uma escola pública do município de São Paulo. O foco das observações recaiu particularmente nos alunos indicados para a recuperação paralela de Matemática. A coleta dos dados foi feita com as videogravações dos grupos e da sala de aula durante a aplicação da sequência didática, que foi elaborada com base na Teoria das Situações Didáticas e levou em conta as condições cognitivas de aprendizagem da geometria. Foi feita a análise qualitativa dos episódios emocionais – extratos de acontecimentos na sala de aula registrados em fragmentos de videogravação. A análise dos dados permitiu identificar a emergência de crenças, atitudes e emoções, intrinsecamente relacionadas à aprendizagem durante as atividades em grupo da sequência didática. Foi possível também identificar as componentes cognitiva, afetiva e intencional das atitudes que influenciam o comportamento. Além disso, evidenciou a interdependência das dimensões do domínio afetivo, isto é, a influência que uma dimensão exerce no aparecimento ou emergência de outra. Dessa forma, as hipóteses foram verificadas, indicando que é possível e necessário romper definitivamente com a dicotomia cognição e afeto
Kotela, Beauty. "The use of practical activities to address grade 11 learners' conceptual difficulties in electricity and magnetism." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85788.
Full textENGLISH ABSTRACT: This research study investigated the use of a practical activities-based approach to Physical Sciences teaching using TRAC equipment to address learner conceptual difficulties in Electricity and Magnetism (E&M). TRAC uses practical activities based on the school curriculum to complement the theory through the utilisation of data logging equipment linked to a computer. The participants in this study were a group of black Grade 11 learners (n=47) from a township school in the province of the Western Cape, South Africa. Their ages range from 16 to 21, with isiXhosa the home language of most of them. A mixed methods approach was utilized to gather the research data. Quantitative data was collected, using pre- and post-testing of learners to determine their conceptual difficulties in E&M, as well as to measure the effect of the practical activities-based approach in addressing learner conceptual difficulties in E&M. Null hypotheses were formulated for the six concepts and t-tests were used to find any statistically significant difference between the pre- and post-test. Qualitative data was obtained from the learner transcripts, as well as from the questionnaires and observation schedules. The results indicated significant improvements in learner understanding of the concepts in five out of the six tests as well as reducing commonly held misconceptions in E&M. It is recommended that careful scaffolding should be done during a practical activity in order for learners to make the connection between the domains of observables and ideas.
AFRIKAANSE OPSOMMING: Hierdie navorsingstudie het die gebruik van ‘n praktiese aktiwiteitsgebaseerde benadering tot Fisiese Wetenskappe onderrig met behulp van TRAC apparaat ondersoek. Die doel was om leerders se konseptuele haakplekke in Elektrisiteit en Magnitisme (E&M) aan te spreek. TRAC maak gebruik van ‘data logging’ apparaat om die teorie deur middel van praktiese aktiwiteite wat op die skoolkurriulum gebaseer is, te komplementeer. Die deelnemers in die studie was ‘n groep swart Graad-11 leerders (n=47) uit ‘n swart woongebied in die Westelike Provinsie, Suid Afrika. Hulle ouderdomme strek van 16 tot 21 met isiXhosa as die huistaal vir die meerderheid van hulle. ‘n Gemengde metode benadering was gebruik om die navorsingsdata te versamel. Kwantitatiewe data was deur ‘n voor- en natoets van die leerders versamel om hulle konseptuele haakplekke in E&M te bepaal. Die effek van die praktiese aktiwiteitsgebaseerde benadering om die leerders se konseptuele haakplekke in E&M aan te spreek was ook gemeet. Nul hipotese was vir die ses konsepte geformuleer en t-toetse was gebruik om statisties-beduidende verskille tussen die voor- en natoets te bepaal. Kwalitatiewe data was van die leerders se oorgeskryfde onderhoude sowel as vraelyste en observasieskedules verkry. Die resultate toon ‘n beduidende verbetering in leerders se begrip van die konsepte in vyf van die ses toetse sowel as ‘n afname in algemene wanbegrippe in E&M. Dit word aanbeveel dat versigtige opbouing gedurende die praktiese aktiwiteit gedoen moet word sodat die leerders ‘n verband tussen die domein van waarneembares en idees kan maak.
Lagunas, Silvia Viramontes. "Teacher attitudes and perceptions of limited English proficient students toward academic achievement, motivation and ability." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1566.
Full textWallin-Ruschman, Jennifer. "The Moving to the Beat Documentary and Hip-Hop Based Curriculum Guide: Youth Reactions and Resistance." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/192.
Full textJoubert, Francois. "Ontwikkelingstrategiee vir die bemagtiging van jeugleiers: 'n indersoek na enkele Suid-Kaapse skole." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1161.
Full textLeadership development is a life-long process, but support for this process should be started at an early stage. All learners have the gift for leadership, but most do not realise this gift. Adolescence is a time when the leadership potential of individuals must be awakened – it provides an opportunity to help adolescents to became the leaders they already are. The main aim of this study was to devise strategies – through structured survey studies – that could be used by schools and individuals to enhance youth leadership development. The aims that emerged were to determine and describe the current state of affairs regarding youth leadership development in certain schools. Obstacles in the way of effective leadership development were identified and strategies for effective leadership development were formulated. A combination of qualitative and quantitative research methods, undertaken from a structured survey study perspective within an interpretivistic research paradigm, was used. The problem that was researched was the absence of purposeful youth leadership development and how this shortcoming could be addressed in the context of a high school environment, with the support of the necessary development strategies. This study attempted to identify new knowledge that can be used to address the challenges related to youth leadership. The research confirmed the research question that deficient purposeful leadership development strategies exist at school level. This formed the basis for the implementation of a dynamic and flexible leadership development model that includes aspects of both the Quality Leadership and Stage model of youth leadership development. The proposed youth leadership strategies can be applied effectively to address youth leadership development within the current South African context.
Morrison, Lianna. "The high school experience of a learner with Down syndrome: a case study." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/1705.
Full textThe inclusion policy which is currently being implemented according to White Paper 6 (July 2001) has raised many questions and debates. In South Africa at the moment there is a focus on the implementation of inclusion policies in primary schools. Although many studies have been conducted on Down syndrome, there seems to have been little focus on the adolescent. Specifically their experiences in the high school context appear to have received little attention. This paper focused on the experiences of an adolescent with Down syndrome who has been mainstreamed into a high school. The experiences are discussed within identified indicators of quality of life namely; peer relationships, experiences of academic, general school and extra-mural activities. In addition the effects of Down syndrome on areas such as adolescence, inclusion strategies, behaviour and social skills are also investigated. The findings of this paper were that of adolescents with Down syndrome can be successfully mainstreamed if their individual needs are catered for. These needs include opportunities to spend time with learners with the same abilities as their own. Satisfaction was experienced by the participant and her parents regarding her academic placement and scholastic achievements. A factor that played a role in her successful placement was the supportive environment she was in. Although satisfaction was experienced with regards to the process of inclusion there were parental concerns regarding her future independence.
Leung, Pui-seung, and 梁佩嫦. "Factors affecting Hong Kong students' self-perception on their mathematics performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960339.
Full textGraham, Nicola Susan Jearey. "Resisting responsibilisation : a narrative-discursive analysis of young peoples' talk about high school sexualities and school sexuality education." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013078.
Full textHanrahan, Mary U. "Conceptual change and changes of heart: A reflexive study of research in science literacy in the classroom." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36603/1/36603_Digitised%20Thesis.pdf.
Full textBailey, Po Lin B. L. "Preschool children's information processing and emotional behavior in social conflict situations." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/552.
Full textKaija, Barbara Night Mbabazi. "An investigation of how Kampala teenagers who read Straight talk negotiate HIV/AIDS messages." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1002894.
Full textBressan, Manuelle Lopes Quintas. "Scratch! um estudo de caso." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/2713.
Full textThe study aimed to analyze how and if a Visual Programming Environment can contribute by supporting the creative processes of adolescents, an auxiliary tool for learning by problem solving, encouraging new ways of using ICT in education. This study is justified by the need to deepen the issues related to the use of ICT in Basic Education teachers and not only the use of projectors and videos to replace the chalkboard, or research tools in search engines only to convey information in order to favor traditional teaching methodologies. As a research methodology was chosen qualitative approach to interpretation, the study of case type. The seizure of the data was in experimental field through socio-educational and daily quiz board, followed by analysis of content and description of the results obtained. Study participants were adolescents from 13 public and private elementary schools and high school in the city of Araucaria-Pr. The study showed the development of higher psychological functions, computational thinking in students such as attention, memory and perception. These skills were observed during the preparation of projects, through the comprehension skills, planning, retrospect and development of individual and collective strategies to solve the problems encountered. This study differs from others already undertaken with Scratch therefore emphasizes the pursuit of freedom and creativity of the subjects students in developing their own projects, as a strategy for autonomy.
Lewis, Kendra M. "Evaluation of a social-emotional and character development program : methods and outcomes." Thesis, 2012. http://hdl.handle.net/1957/29191.
Full textGraduation date: 2012
Chen, Yi-Ching, and 陳一菁. "A Study of Moral Emotions Teaching for Primary-School Lower Graders." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/54820156574932919341.
Full text國立臺北教育大學
課程與教學研究所
96
This study aims to develop the teaching programs of moral emotions for primary-school lower graders. Contrast to traditional teaching, the programs enhance children’s experience of moral emotions and break through difficulty of cognitive-orientation instruction. The main purposes of the study are: (1) developing appropriate strategies for moral emotions teaching; (2) understanding how children express their moral emotions in their daily life. This study utilizes qualitative action research for 6 months. The subjects are 31 lower grade children from one of primary school in Keelung. The study focuses on students’ learning process, their behaviors in classroom and their interaction with teachers. The methods utilized for collecting ample information include observation, interview, document analysis, discussion. According to the results of study, our findings can be used as a reference of moral emotions education and future study.
Wu, Chi-Pei, and 吳姿霈. "The Study of Learning Effects on Anti-Cyberbullying WebQuest Teaching Strategies for Adolescence." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/m32q7s.
Full text國立東華大學
課程設計與潛能開發學系
100
The purpose of this research is to explore the implementation of Anti-Cyberbullying WebQuest Teaching Strategies, whether to be helpful in promoting adolescence the correct cognition , attitude and reducing the intention of cyberbully. This is a quasi experimental research in non equivalent pretest-posttest design. The 61 participants are from two intact seventh grade classes of Sunshine junior high school in Hualien county. One class with 30 students as the experiment group receiving the intervention curriculum, which had two classes every week and continued for four weeks(a total of 360 minutes), while the control group with 31 students didn’t take any course. The questionnaire was designed as the research tool, and the samples filled out three wave questionnaire, including pre-test, post-test, and post post-test (2 weeks later). The Cronbach alpha coefficient of knowledge test was .79, attitude questionnaire was .88, intention investigation was .93.For the data analysis, GEE was used to estimate the immediate effects of intervention and the effects two weeks later. Moreover, the comments and feedback from the students’ Feedback Form was taken as auxiliary to observe and assist to understand the situations of influence after Anti-Cyberbullying WebQuest Teaching Strategies. The results in this study were as follows: The Anti-Cyberbullying WebQuest Teaching Strategies could be able to promote the cognition and reduce the intention of cyberbullying immediately and retain the effects, but there’s no significant difference on attitude between two groups.
Wang, Chiu-Fang, and 王秋芳. "A Study on Multilevel Analysis of Positive Emotions, Classroom Climate, Teacher’s Teaching Beliefs and Learning Self-efficacy." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/8xbcyv.
Full text國立臺南大學
教育學系教育經營與管理碩博士班
107
The study aims to explore the influence of students’ positive emotions, classroom climate on learning self-efficacy and establish research mode by taking classroom climate as mediating variable and Teacher’s teaching beliefs as moderating variable to understand the influence relation among the variables and the contextual effect . The study objects were teachers and students of public elementary school in Kaohsiung, a small sampling 52 classes, a total of 52 teachers and 1124 students . Besides, the hierarchical linear modeling is applied to analyze the influence of the hierarchical variables between the class and student. The results found: 1. Students’ positive emotions has positive impact on learrning self-efficacy. 2. Classroom climate has impact on learning self-efficacy. 3. Teacher’s teaching beliefs has impact on learning self-efficacy. 4. Teacher’s teaching beliefs has impact on classroom climate. 5. Teacher’s teaching beliefs will affect the effect of learning self-efficacy through the intermediary of classroom climate. 6. Teacher’s teaching beliefs has moderating effect between students’ positive emotions and learning self-efficacy. Accoring to the the results of the study, the teachers of elementary school should attach importance of students’ positive emotion management, create a good classroom climate, strengthen the teachers' teaching beliefs to facilitate students' learning self-efficacy. Finally, based on the findings, the study can also be taken as a reference for the teachers of elementary schools, student counsellors, school adminstration, education authorities, and the future researchers in the future.
林妤芳. "A Study on the Correlate between Negative emotions of Work Environment and Teaching Effectiveness of Affiliated Preschool Teachers." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/wu5w8q.
Full text國立嘉義大學
幼兒教育學系研究所
106
This study aimed at investigating the relationships among elementary schoo lattached kindergarten substitute teachers’ negative emotions of work environment and teaching effectiveness in Tainan City. The study employed the survey research method. The questionnaires were mailed to 300 affiliated preschool teachers in Tainan City. A total of 285 valid samples were obtained. The collected data were analyzed by descriptive statistics analysis, t-test, one-way ANOVA, Pearson product-moment correlation, and step-wise multiple regression analysis using SPSS 22.0. The major findings of this study were summarized as follows: 1. The negative emotions of work environment for affiliated preschool teachers is low-middle in scale.Among the various aspects of the work environment, “policy cycle” is the highest, “professional support” is the next highest, and “friendly environment” is the lowest. 2. The teaching effectiveness for affiliated preschool teachers is high-middle in scale. Among them, the highest is "teacher interaction," and the lowest is "teaching strategy." 3. There were significant differences on work environment for affiliated preschool teachers with sexuality, age, marriage and educational level, but not with teaching experiences and position held. 4. There were significant differences on teaching effectiveness for affiliated preschool teachers with age and marriage but not with sexuality, teaching experiences,educational level and position held. 5. The lower the negative feelings on the overall facet of the environment are, the more likely it will be for affiliated preschool teachers to have spare time to do the planning in advance on the teaching and present a moderate negative correlation. 6. In the work environment of kindergartens and kindergartens that are affiliated with affiliated preschool teachers, the higher the level of equality, psychological support and overall environment, the more negative the feelings will be, which will seriously affect their teaching effectiveness and show a highly negative correlation. 7. The negative feelings on the overall facet of the environment are highly negatively correlated with the teaching strategies, class management, teacher-student interaction, and teaching assessment of affiliated preschool teachers. Finally,according to the outcome of the study,make related recommendations for educational departments,preschool educators and also to be use as future references for the other researchers.
Cockrell, Phelia Jacoba. "Geskiedenis en kognitiewe vaardigheidsverwerwing in die sekondêre skool." Thesis, 2014. http://hdl.handle.net/10210/10528.
Full textSue, Jia-Xian, and 蘇家賢. "A Study of the Negative Emotions and the Coping Strategies of the Elementary Subject Teachers in the Curriculum and Teaching." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/83127486717406833810.
Full text國立東華大學
課程設計與潛能開發學系
99
The research employs the research method of “hermeneutic dialectic circle” to explore the types and sources of the negative emotions of the elementary school subject teachers and to explore their means of regulating negative emotions. After interviewing 14 elementary school subject teachers, the researcher drew the following conclusions: 1.The types of of the negative emotions of elementary school Subject teachers could be classified into seven aspects: angry, sad, nervous, worried, afraid, detest, and shame. 2.The sources of the negative emotions of the elementary school subject teachers in the curriculum and teaching could be classified into four aspects:curriculum dimension, teaching dimension, student dimension and teacher dimension. The curriculum dimension includes: (1) misunderstanding of the reform’s slogan, (2) changes in education policy,(3) bothersome of curricular content,(4) heaviness of work pressure. The teaching dimension includes: (1) insufficient teaching hours, (2) the pressure of teaching progress, (3) the pressure of teaching performance, (4) additional assignment of teaching. The student dimension include: (1) students' biases toward curriculum, (2) students' deviant behaviors, (3) students' low learning motivation, (4) students' lack of basic competency. The teacher dimension includes: (1) lack of professional capability, (2) inappropriate means of regulating negative emotions, (3) the impact of teaching style, (4) Sense of loss of subject teachers. 3. The means of regulating negative emotions adopted by the elementary school subject teachers could be classified into four categories: preventive measures of negative emotions, immediate means of regulating negative emotions, afterward means of regulating negative emotions, and healthly approachs of cultivating negative emotions. The methods of preventive measures of negative emotions include: (1) enhancing teachers' professional knowledge, (2) psychological enhancement of the teachers. The methods of immediate means of regulating negative emotions include: (1) immediate expression of emotions, (2) changing moods by doing something, (3) changing moods by transfering environment, (4) setting aside temporarily. The methods of afterward means of regulating negative emotions include: (1) writing emotional journals, (2) rational thinkings, (3) seeking support from informal groups or individuals. The methods of healthly approachs of cultivating negative emotions include: (1) participating in leisure or physical activities, (2) participating in workshops of knowledge and ability to enhance emotional adjustment, (3) engaging in activities to promote physical and spiritual health.
WU, HUI-JU, and 吳蕙汝. "A Study on the Positive Emotions,Resilience and Intention to stay among Medical Professionals and Administration Staff in a Local Teaching Hospital." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3bc2qe.
Full text國立雲林科技大學
工業工程與管理系
105
Hospital is a labor-intense, highly professional, and high personnel cost institute. As the medical technology continuously changing with each passing day, personnel in hospital should have enough knowledge and capabilities to handle the medical demands of patients. Therefore, the senior manager of the organization should pay more attention in the cultivation and intention of stay. This study aims to investigate how the positive emotionality and resilience of medical staff and administrative staff influence the intention of stay. Questionnaire survey approach was applied in this study to realize the relationship between the positive emotionality and resilience of medical and administrative staff providing services no less than 3 months and intention of stay. Further interviews were applied to provide in-depth understanding about the demands and thinking of employees. Totally 260 questionnaires were given to the staff and 238 questionnaires were recovered. After filtering out ineffective questionnaire, there were 234 effective questionnaires remained. The effective recovery rate is 90%. The results after analyses were shown below. (1)Different age, job category, section, marital status, and educational background would significantly influence positive emotionality. (2)Differences in age, job category, whether served as supervisor, working years, section, and educational background would significantly influence resilience. (3)Positive emotionality would positively and significantly influence intention of stay. (4)Resilience would positively influence the intention of stay. (5)Positive emotionality would significantly and positively influence resilience. (6)Differences in age, whether served as supervisors, and sections would significantly influence intention of stay. According to the results from the study mentioned above, improvement suggestion would be provided in this study to serve as references for the stipulation of retention measures and plans in hospital to extend the development of ulterior customers more powerfully after satisfying the interior customer demands.
Yu, Shu-chin, and 余淑卿. "A Study of Teaching Styles of The Mathematics Teachers Perceived by Junior High School Students, Mathematics Academic Emotions and Mathematics Academic Achievement." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/96370330494421167029.
Full text國立臺南大學
教育學系課程與教學碩士班
99
The purpose of this study was to explor the correlation among teaching styles of the mathematics teachers perceived by junior high school students,Mathematics academic emotions and Mathematics academic achievement. First of all, the relevant literature was researched, summarized and organized, in order to establish the theoretical framework of this study. The main research tool was "Perception of Teaching Style of The Mathematics Teachers Scale for Students and Mathematics Emotion Scale." The effective samples selected in the study, 442 junior high school students, were selected from Jiankang Junior High School in Tainan City, and studied in grade 8 in 99th academic year. In data processing, the statistical methods used to analyze the data were the average, standard devitation, one-way ANOVA, Independent sample t-test, multiple regression. Seven conclusions were summarized as following: 1. The highest perception of teaching styles of The Mathematics Teachers perceived by the junior high school students was democracy. 2. The junior high school students’ Mathematics academic emotion was highest by the proud score. 3. The junior high school students’ academic achievement in Mathematics learning presents the platykurtosis and polarization phenomenon. 4. For the junior high school students, the teaching style of the Mathematics teachers "democracy" was positively correlated to all the positive Mathematics academic emotions. 5. For the junior high school students, the students learned with the teaching style of the Mathematics teachers "democracy" had better Mathematics academic achievement than those learned with the teaching style of the Mathematics teachers "strict authoritarian" and "nonintervention". 6. For the junior high school students, there was significant positive correlation between their positive Mathematics academic emotions and Mathematics academic iii achievement.And there was significant negative correlation between their negative Mathematics academic emotions and Mathematics academic achievement. There were no significant difference between Mathematics academic emotions "angry" or "shame" and their academic achievement. 7. The students whose Mathematics academic emotions were "hope" or "angry" could be predicted to have higher academic achievement in Mathematics. And those who had more Mathematics academic emotions as "anxious" or " hopeless" could be predicted to have lower academic achievement in Mathematics.
KUO, KUEI-CHING, and 郭桂菁. "A Study on The Relationships Among Perception on The Science Teacher Teaching Styles,Academic Emotions, and Learning Motivation in Junior High School Students." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/96x38v.
Full text中國科技大學
企業管理系
105
This study aims to explore the relationships among the science teacher teaching styles perception in junior high school students, academic emotions and learning motivation. A questionnaire survey is used. The survey participants are students from Junior High School A and B in Hsinchu County. A total of 273 questionnaires were distributed and which 243 were responded validly. The data were analyzed by descriptive statistics, reliability analysis, confirmatory factor analysis, Pearson product moment correlation analysis and regression analysis. The results reveal that: 1.Junior high school stuednts perceived that most science teachers’ teaching tend to the compromise teaching style. 2.The science academic emotions are more positive rather than negative. 3.Students have a moderate degree of motivation for science learning. 4.The compromise teaching style has a positive effect on learning motivation. 5.Positive emotions mediates the effects between the compromise teaching style and learning motivation. Finally, the conclusions and suggestions based on this research results will be offered to the educational administrations, schools, science teachers and the future researches as references.
Shen, Wei-Ying, and 沈維瑛. "Exploring the Effect of the Flipped Classroom Teaching Model on the Motivations, Attitudes, Experiences and Emotions for Higher Vocational Mathematics Study – A Case Study of Probability and Statistics." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/n9wsc4.
Full text國立交通大學
理學院科技與數位學習學程
106
The purpose of this research is to explore the effect of the flipped classroom teaching model on the motivations, attitudes, experiences and emotions of Higher Vocational Mathematics Study. We conduct a further analysis of the correlation students’ motivations, attitudes, experiences and emotions for learning mathematics and their learning achievements after implementing the flipped classroom Teaching Model. Our research subjects are 61 second-year students in a comprehensive high school vocational program of a national senior vocational school. The implementation unit was Higher Vocational Mathematics Class C “Probability and Statistics. The research lasted 5 weeks and utilized grouping cooperative learning. The students were grouped based on their mid-term math test scores and the heterogeneity of their characteristics, and each group included three students. The results of the study will be analyzed in terms of high-score, middle-score and low-score experimental components. The motivations, attitudes, experiences and emotions with respect to mathematics study were assessed by using a mathematics learning scale. These indicators were measured before and after the study. Students’ learning achievements were assessed via mid-terms and final exams. The quantified assessment results showed that: there were significant differences within the high-score group in terms of mathematics study attitudes and experience; there were no significant differences within the mid and low-score groups in terms of mathematics study motivations, attitudes, experience and emotions; there were significant differences within the mid and low-score groups in terms of learning achievements. Correlation tests showed that there was a significant positive correlation between mathematics study motivations and learning achievements, attitudes/experiences and learning achievements, and emotions and learning achievements. Qualitative results from student interviews showed that this teaching model made the class atmosphere lively, brightened the students’ mood and reduced their anxiety. In addition, the self-efficacy of the students in the low-score group enjoyed a marked increase, which in turn increased their desire to learn and established numerous positive learning experiences. However, some students with poor self-discipline were unwilling to accept the flipped classroom teaching model, which affected the quality of group discussion and learning.
Hung, Hsiu-Hua, and 洪秀華. "A Study of the Impact of the Teaching Guidance Strategy on the Children’s Emotions and the Children’s Learning the Five Fields in a Montessori Kindergarten." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/pqj95r.
Full text國立臺北教育大學
社會與區域發展學系碩士班
105
The purpose of this study is to explore the possibilities to give children guidance during the free time at a Montessori kindergarten. Each morning children at Montessori kindergarten would have the freedom to choose from 5 learning fields. Parents loved the spirit to allow children to decide, nevertheless they worried that their children didn’t explore all the possibilities in the kindergarten. We, therefore, wanted to see what would happen when teachers in the Montessori took a variety of teaching and guiding strategies to allow the children who have preference in some specific fields to explore all of the five fields, especially those fields that they had never tried during the first year at the kindergarten. We wanted to see if these approaches would interfere the children’s emotional status or not. This’s a case study. We studied 5 children who’re 4 to 5 years old at a Montessori Kindergarten. It lasted for 10 weeks from September 19, 2016 to November 25, 2016. We had a post observation period for 4 weeks in May 2017. We collected data such as video tapes, the teacher’ reflective journals, the co-workers’ journals, interviews with parents and the children, telephone conversations with parents, students’ works, etc. In this study, we found out that there were six teaching strategies the author adopted in response to the children’s individual differences and needs that were considerably effect on the study of balanced learning in the five fields of Montessori. The author observed the children during the free choice period and had paid special attention on their emotional reactions. This helped the author to adjust to the children’s needs. According to individual differences, the author could timely adjust the guiding strategy to improve the children’s learning efficiency After 10 weeks of observation and 5 months of delayed observation, we found out that the guiding strategy could indeed expand the children’s interest to explore on the Montessori five fields of teaching aids. All five children loved only 2 or 3 fields in September 2016. To our great surprise that not only the 5 case study children expand their interests to try all 5 fields, the children who were not in this study also had expand their interests in the fields that didn’t want to try in the beginning of the semester year. We, therefore encourage all Montessori Kindergarten to try to use the guiding strategy as one of the teaching methods.
Lyashevsky, Ilya. "Teaching to Transfer in the Social Emotional Learning Context: The Case for an Instructional Model of the Human Emotion System." Thesis, 2018. https://doi.org/10.7916/D8MP6KD6.
Full textAsamani, Gifty Akua Asantewa. "“Science Ain’t the Enemy” – Exploring the Experiences of Black and Brown Girls in a Hip-Hop Based Science Program." Thesis, 2018. https://doi.org/10.7916/D8NK4XF9.
Full textZeng, Zhen-hua, and 曾振華. "The teachers’ teaching enthusiasm, Emotions problem of students, Self education expectation of students, and study of the behavior deviation:Take the TEPS database as an example of senior high school students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4xgx98.
Full text國立臺東大學
進修部暑期學校行政碩士班
107
With the rapid variation of the modern world, behavior deviation of senior high students appears in every aspect. The reason could be losing the function of the structure of family, school, and society, or could be losing the function of personal role. Thus, the age between around 15~18 is the critical period for students to be developed and affected. In the past, most of the researches took regional research. Hence, the present research further focuses on the behavior deviation of the senior high students all around Taiwan. The present research analyzes the teachers’ teaching enthusiasm, emotions problem of students, self education expectation of students, and the relation of the behavior deviation. Reference is made from “Taiwan Education Panel Survey (TEPS).” The data of reference was collected from 13553 students in 2007. The related information of students after being the third grade in senior high was discussed according to the aforementioned issues. The statistic shows the result findings found: Students perception the higher teaching enthusiasm, the higher self education expectation, the lower emotional disturbance, the lower deviation behaviors. Applying multi regression analysis can expect the relation of teaching enthusiasm, emotion problem of students, and self education expectation to the behavior deviation.
Rubrecht, Brian Guenter. "Perceived obligation and language learning motivation: a preliminary inquiry into the individual versus group obligation orientations of Japanese EFL high school students and their motivation to learn English." Thesis, 2004. http://hdl.handle.net/2152/2183.
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