Rozprawy doktorskie na temat „Self-Pupil”
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Muschamp, Yolande Mildred. "Pupil self assessment in the primary classroom". Thesis, University of the West of England, Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389512.
Pełny tekst źródłaBarnes, Robert H. "Implementing pupil self-assessment in teaching and learning". Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320813.
Pełny tekst źródłaShippy, Tanya L. "Relationships among teachers' pupil control ideology, teachers' pupil control behavior, student achievement, and self-regulating behaviors /". free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842582.
Pełny tekst źródłaJackson, Wendy. "A study investigating the role of the teacher pupil relationship in affecting pupils' self-esteem and exploring pupil perceptions of a good teacher pupil relationship". Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1268.
Pełny tekst źródłaCooke, Heather. "The impact of training in a pupil centred behaviour plan on staff self-efficacy, staff burnout, and pupil challenging behaviour". Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/27636/.
Pełny tekst źródłaPeel, Patricia Smith. "The relationship of teacher empowerment and pupil control ideology to student school self-concept /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946286.
Pełny tekst źródłaMoss, Claudia. "How effective is a group based motivational interviewing intervention in promoting pupil resilience and self-esteem?" Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11584/.
Pełny tekst źródłaHeslop, Christopher. "Exploring pupil perceptions of self and possible occupational selves, in a school for social emotional and behavioural difficulties". Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2644.
Pełny tekst źródłaShi, Bin. "Multiscale Statistical Analysis of Self-Similar Processes with Applications in Geophysics and Health Informatics". Diss., Georgia Institute of Technology, 2005. http://hdl.handle.net/1853/6887.
Pełny tekst źródłaBhana, Kamal. "Evaluating the impact of whole-class self-management and interdependent group contingency approaches on pupil engagement and disruptive behaviour". Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/44943/.
Pełny tekst źródłaOverfelt, Kevin. "Middle school instructional teacher team's pupil control behavior and its relationship to student self-esteem and attitude toward school /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924910.
Pełny tekst źródłaLeather, Mark Frederick. "An exploratory case study of a 'successful' pupil referral unit (PRU)". Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97436.
Pełny tekst źródłaKarpeby, Johansson Helena. "Se mig, så finns jag! : En intervjustudie om lärares erfarenheter kring bekräftelse". Thesis, University of Skövde, School of Humanities and Informatics, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-3579.
Pełny tekst źródłaVi måste spegla oss och få bekräftelse av andra för att utvecklas. Tidigare forskning och litteratur inom socialpsykologi och pedagogik visar att genom att bli sedda med andras ögon får vi syn på oss själva. Hur vi speglas eller bekräftas påverkar den bild vi har av oss själva. Syftet med föreliggande studie var att undersöka vad lärare anser att bekräftelse innebär samt vad deras erfarenheter av bekräftelsens betydelse för elevers självbild är. Studien har en kvalitativ ansats och studiens empiri utgörs av fyra enskilda intervjuer med lärare verksamma i klasser med elever i åldrarna sex till tretton år. I studiens resultat framkom att bekräftelse innebär att synliggöra elever. Lärarna arbetar aktivt med bekräftelse som ett verktyg för att bland annat lyfta elever, för att stärka tilltron till den egna förmågan och för att ge eleverna svar på vad som kan vara rätt och fel. Bekräftelse kan uttryckas verbalt, skriftligt och med kroppsspråk. Resultatet visar även att de motiv lärarna uppger sig ha för att bekräfta elever leder till att elevernas självbilder stärks. Slutsatsen är att lärare har en betydande roll i elevens utveckling. När lärare ger positiv bekräftelse, påverkas elevens självbild vilket i sin tur främjar elevens personlighetsutveckling.
We require reflection and affirmation from others to develop. Both litterature and previous researches within socialpsyhology and pedagogy makes clear, that we get sight of ourselves by seeing ourselves through the eyes of others. The way we are reflected or are affirmed has an effect on which image we have of ourselves. The purpose of this study was to examine what teachers consider affirmation is and also their experience of what impact affirmation has on a pupils' self-image. This study has a qualitative approach and the material of the study is the result of four individual interviews. The interviewees are teachers working in classes with pupils between the age of six and thirteen. This study's result showed that giving affirmation is to take notice to the pupils. The teachers are actively working with affirmation as a tool. The teachers use affirmation for exampel to raise pupils, to reinforce confidence in pupils' own ability and to give pupils answers of what can be right and wrong. Affirmation is expressed verbally, written or by bodylanguage. The result of this study also shows that the reasons the teachers are giving on why they affirm pupils, do lead to strengthening the pupils' self-image. The conclusion of this study is that teachers' role are of great importance in pupils development. When teachers affirm pupils, the pupil’s self-image are effected, which means that pupils personalitydevelopment is promoted.
Sines, Jennie Ellen. "Perceptions of self, peers and school : the use of multi-method approach for eliciting pupil voice in provision for boys with social, emotional and behavioural difficulties". Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020637/.
Pełny tekst źródłaLindell, Sofie. "Elevers självkänsla : En intervjustudie om hur lärare förhåller sig till och arbetar med självkänsla hos elever". Thesis, University of Gävle, Department of Education and Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-3413.
Pełny tekst źródłaBegreppet självkänsla innebär kännedom om det egna jaget. Enligt forskare har en god självkänsla en betydande effekt på vår livskvalité. Trots stora olikheter används begrepp inom självbildsforskningen ofta synonymt med varandra i vardagstal. Om detta skulle ske i vetenskapliga sammanhang är det allvarligt, då det kan leda till felaktiga slutsatser. Detta arbete fokuserar på vad läraren kan göra för att stärka den enskilda elevens självkänsla i klassrummet.
De lärare som deltagit i undersökningen är rörande överens när det kommer till barns självkänsla. Samtliga respondenter har tankar om begreppets betydelse och vikt, även om svaren skiljer sig något. Litteraturöversikten och intervjuerna visar att det finns mycket läraren kan göra för att stärka eleverna i klassrummet. En negativ parameter är tyvärr tidsbrist, vilken medför att lärarna inte alltid räcker till för de elever som är i behov av att stärka självkänslan.
Syftet med detta examensarbete var att undersöka hur medvetna dagens lärare är när det gäller självkänsla, vilken vikt de lägger vid begreppet samt om de aktivt arbetar med att stärka den enskilde elevens självkänsla. Det finns en påvisad problematik när det gäller att identifiera elever med låg självkänsla. Det har därför även varit av intresse att ta reda på om verksamma lärare själva anser sig ha lätt för att identifiera låg självkänsla bland eleverna. Undersökningen är genomförd enligt kvalitativ metod och innefattar sex stycken intervjuer med lärare som alla är verksamma inom grundskolan.
Lärarna i undersökningen anser sig ha relativt lätt att identifiera låg självkänsla hos barn. Studier och min undersökning visar att lärare identifierar självkänslan hos barn genom att se till vissa typiska karaktärsdrag. Forskning visar dock att det finns stora svårigheter att upptäcka de elever som har lägst självkänsla i en klass. Detta är mycket oroande då de barn som behöver uppmärksammas och stärkas mest istället riskerar att glömmas bort.
Det kan genom detta arbete konstateras att lärarens förhållningssätt i allra högsta grad påverkar eleverna och undervisningen. Hur läraren ser på sina elever har en avgörande betydelse för hur eleven utvecklas i skolan. För att en lärares förhållningssätt ska ha en positiv inverkan och gynna barnen krävs det att denne ofta reflekterar över sig själv och sin lärarroll. Som ytterligare slutsats kan nämnas att lärare och dess omgivning tror att lärare kan identifiera låg självkänsla hos barn. Det finns dock forskning som visar att i själva verket har lärare fel två gånger av tre när det kommer till att identifiera barnen med lägst självkänsla. Här skiljer sig litteraturen och intervjuerna en del. Lärarna i undersökningen finner det relativt lätt att identifiera dessa elever, medan en del av litteraturen jag tagit del av säger att de med lägst självkänsla ofta förbises. Man kan med andra ord säga att lärare saknar kunskap om hur elever med lägst självkänsla upptäcks.
Sartory, Elizabeth Anne. "Eliciting and foregrounding the voices of young people at risk of school exclusion : how does this change schools' perceptions of pupil disaffection?" Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15829.
Pełny tekst źródłaOttosson, Anna. "Faktorer som påverkar flickors och pojkars självkänsla i skolan. : en kvantitativ studie i form av enkätundersökning". Thesis, University of Skövde, School of Life Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-3372.
Pełny tekst źródłaSyftet med denna studie var att undersöka vilka faktorer som påverkar flickors och pojkarssjälvkänsla i skolan, samt att finna eventuella genusskillnader. En kvantitativ metod i form aven enkätundersökning användes, där eleverna i årskurs 8 på en högstadieskola i VästraGötalands län deltog. Studien visar att flickorna har lägre självkänsla än pojkarna i skolan.Flickorna skattar sin egen kunskapsnivå lägre än pojkarna, trots att de har högre betyg änpojkarna. Flickor har svårare än pojkar att få fram sina åsikter i skolan. Flickor tycker det ärsvårare än pojkar att prata i helklass. Elever med aktiv fritid hade bättre självkänsla än eleverutan aktiv fritid. Detta resultat framkom bland bägge könen, men speciellt känsliga för dettaverkar flickor vara. Flickor utan fritidsaktivitet var de som hade lägst självkänsla och de somtrivdes sämst i skolan. Samband mellan aktiv fritid och självkänsla behöver tittas mer på.Personer med stark självkänsla upplever ökad livskvalitet och bättre hälsa. Låg självkänsla gersämre livskvalitet och sämre hälsa. Skillnaden mellan flickors och pojkars självkänsla kanantas vara så stor att särskild hänsyn behöver tas till detta i skolan. Skolan behöver ta merhänsyn till de olika behoven mellan könen, så att alla får lika förutsättningar och möjligheteratt kunna utvecklas på bästa sätt.
The purpose of this study was to examine the factors affecting girls' and boys' self-esteem inschool, and to find any gender differences. A quantitative method in form of a questionnairesurvey was used, where students in grade 8 in a secondary school in the region of VästraGötaland participated. The study shows that girls have lower self-esteem than boys in school.The girls estimate their own knowledge lower than boys despite having higher grades thanboys. Girls are more difficult than boys to obtain their views in school. Girls find it harderthan boys to talk when the whole class has lessons together. Students with active leisure timehad better self-esteem than students without active leisure. This result emerged among bothsexes but especially susceptible to this seems to be girls. Girls without leisure had the lowestself-esteem and enjoyed school the least. The links between active leisure and self-esteemneeds to be further looked into.People with strong self-esteem are experiencing improving quality of life and health. Lowself-esteem gives worse quality of life and poorer health. The difference between girls' andboys' self-esteem can be so great that special attention needs to be taken of this in school.Schools need to take more into account the different needs between the sexes, so that all haveequal conditions and opportunities to develop the best.
Cremin, Hilary. "An investigation into whether the 'iceberg' system of peer mediation training, and peer mediation, reduce levels of bullying, raise self-esteem, and increase pupil empowerment amongst upper primary age children". Thesis, University of Northampton, 2001. http://nectar.northampton.ac.uk/2800/.
Pełny tekst źródłaKnoblauch, Deanne E. "Contextual factors and the development of student teachers' sense of efficacy". Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1085620654.
Pełny tekst źródłaTitle from first page of PDF file. Document formatted into pages; contains x, 136 p.; also includes graphics Includes bibliographical references (p. 125-136). Available online via OhioLINK's ETD Center
Hanin, Luc. "Du soi-élève au soi-enseignant : une approche clinique d'orientation psychanalytique". Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1227.
Pełny tekst źródłaThis thesis, which fits in the psychoanalytically-oriented clinical field of Éducationand training sciences, proposes to analyze the ways in which the pupil-self unwittingly influences the teacher in his or her professional practice. The thesis is divided into five parts.The first part is devoted to the construction of the research object. In particular, the researcher explores the concepts of pupil-self and teacher-self. The second part is devoted to the theoretical framework within which this research is embedded. In particular, the researcher describes his encounter with psychoanalytic knowledge, and then explores the question of the « scientificity » of the approach in all its singular and specific aspects. The theoretical framework thus established makes it possible to clarify the relationship between the researcher and his object-subject of research, and to show how the singular construction of his relationship to knowledge expresses itself unbeknownst to him in his professional practice.The third part presents the methodology used for data collection and analysis, i.e. the practice analysis groups, the subsequent notes, and the work in a supervision group, which, among other things, enables the elaboration of counter-transference.Using situations from groups of professionnel practices analysis groups that the researcher has led, he reports on the work of elaboration that underlies the psychoanalytically-oriented clinical approach, in order to perceive how the pupil-self unconsciously expresses itself in the teachers or trainers practices.The fourth part is devoted to a clinical research interview with a secondary school history-geography teacher. Using the analyzed material, the researcher examines the ways in which her pupil-self guides her professional practice and pedagogical choices. In the fifth and final part, the concepts that emerged during the research are explored in greater depth to thoroughly underpin the analyses, as well as to propose some perspectives for teacher training and research
Ljusberg, Anna-Lena. "Pupils in remedial classes". Doctoral thesis, Stockholm : Department of Child and Youth Studies, Stockholm University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8514.
Pełny tekst źródłaTrygger, Maria. "Do I feel included? A study of Secondary Pupils’ Perception of Inclusion in a Compulsory School in Sweden : With a particular focus on pupils with self-reported special education needs". Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-159820.
Pełny tekst źródłaSwersky, Liz. "Developing Skills for Successful Learning". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83124.
Pełny tekst źródła周黃麗梅. "The play therapy process and self-efficacy effects of a low achievement pupil". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/21841191717517334701.
Pełny tekst źródła國立新竹教育大學
人資處輔導教學碩士班
94
The purpose of this study was to explore the change process of the child-centered play therapy for enhancing the self-efficacy of a fourth grade underachiever. The session was twice per week, 35 minutes per therapy for twelve sessions. The entire process was audio and videotaped which were later transcribed so as to examine the change process of the verbal behaviors, nonverbal behaviors, the types of play, and the self-efficacy. The major results of this study are as follows: 1.During the child-centered play therapy, the underachiever can actively express his feeling and emotion. The verbal behaviors become more relaxed and diverse gradually. 2.The nonverbal behaviors become relaxed and natural. The underachiever seems to enjoy the play gradually. 3.There were three stages of the type of the play. First, the underachiever enjoys playing real life games. Then, preferring the aggressive games. Finally, tending the creative games. 4.In terms of the change of self-efficacy, the underachiever becomes more confident, easier to make decisions, aspires to accomplish assignment, insists to solve problem, and accept challenge. However, the underachiever will attribute his failure to someone else occasionally. 5.Both of the teacher and the parent thought that the underachiever has more positive self-appraisal, has improved the interpersonal relationship and has academic progress. This research discussed the findings and made some suggestions for further research and counseling practice.
HSIU-JUNG, CHEN, i 陳秀蓉. "Identification and Self-esteem Experiences in Watching Sports Cartoon for the pupil Grade 5th and 6th". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/48179075859212437589.
Pełny tekst źródła亞洲大學
休閒與遊憩管理學系碩士在職專班
98
Abstract The main purpose of this research is to explore the effects of sports spectating on self-esteem through the identification of players for the 5th and 6th grade students, and to understand whether the self-esteem development of the children would influence the effects. The research is conducted by mixed methods with an experimental design, qualitative interviews, focus groups, observation and survey. From an elementary school, 30 participants were recruited. They were interviewed and surveyed to understand their self-esteem develompent and experiences in watching sports cartoon. Then, the participants were divided into 5 groups to watch the sports cartoon “Young Boys Baseball Story.” The participants answered the Rosenberg Self-Esteem(RES)scale(1965)before and after watching sports cartoon. The two scores were compared. After watching the film, the participants were also interviewed about their experiences in wtaching the film. The results showed that students had the self-esteem experiences in watching sports cartoon.The students had identified with players in watching sports cartoon. The level of identification was positively related to the self-esteem experience. The higher the identification, the stronger the self-esteem experience. The self-esteem development might influence the identification and self-esteem experiences and their relationship. The sports cartoon could be good teaching materials in schoool to promote self-esteem.
Lo, Chen-Wen, i 羅貞雯. "Effect Research of Children Picture Books for improving Self-Concept ofFifth Grade Pupil of Primary School". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/98433411743444097445.
Pełny tekst źródła樹德科技大學
兒童與家庭服務系
100
This study aims to fifth-grade students to study in Kaohsiung City, Explore the use of children’s picture books effectiveness of self-concept research. The goals of this study are as follows: a) understanding the relationship of children for picture book teaching of self-physiological effects;b) understanding the relationship of children for picture book teaching of self- physiological impact; c) understanding the relationship of children for picture book teaching of self and peer influence;and d) understanding the relationship of children for picture book teaching of self and family. This study adopts literature review and data analysis to construct the theory and a research framework and picture books teaching methods which are the basis of its research tools. Since February 10,2011 onwards, to July 31,2011 only, the actual usable questionnaires 64. Surveying tools as the ”fifth-grade students self-concept scale” is the Questionnaire in addition to those basic information Tianda, divided into for parts“self-physiological” and “self-psychology” and self and peer relations”;self and family relations”, The effective sample data to be analyzed paired samples T-test. The findings are as follows: 1. A picture book teaching for fifth-grade students “self-physical” and “self-psychology” obvious progress. 2. Teaching with picture books for fifth-grade students “self-physical” relationship with remarkable results. 3. Teaching with picture books for fifth-grade students ”self-psychological” relationship, did not receive instruction in teaching before and after picture books, begin up to a significant level. 4. Teaching with picture books for fifth-grade students “self-concept and peer relations”, in teaching before they interact with their methods. 5. Teaching with picture books for fifth-grade students ”self-concept and family relationships”, in teaching preexisting relationship with their family relationships.
Hsiung, Chiu Fu, i 邱富雄. "A Study of the Relation between Pupil of Primary School Learning Style, Self-Concept,Action Control Strategy and Mathematics Study Achievement". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/01237374430850091906.
Pełny tekst źródła國立新竹教育大學
人資處輔導教學碩士班
99
This research aims at probing into the relation of the pupil of primary school ‘learning style’,‘self-concept’, ‘action control strategy’ and ‘mathematics study achievement’. This research include students who studied at Taoyuan Country School in 2010 , and amounts to students of grade five of 11 school‘s, it is urban area 6 schools, suburb area 2 schools,and remote area 3 schools , it is 755 pupils altogether. The researcher offered ‘learning style questionnaire’, ‘self-concept’, ‘action control strategy’ and ‘mathematics study achievement’s test’, etc. In order to describe statistical analysis, ANOVA analysis, Bivariate Correlations and Regression analysis. This result of study was found as follows: 1.Different reflector type in ‘learning style’ have difference ; but ‘self-concept’ and ‘action control strategy’ has no difference , for person who think pupil of sex. 2.Reflector type in ‘learning style’ is mostly persons who think, secondly it is activist type; In addition , lean to the theorist type and pragmatist type.There are less using types, and by leaning to pragmatist type fewest. 3.The pupil of primary school of the different ‘learning style’ does not have difference on the ‘self-concept’ ; In ‘action control strategy’ and ‘mathematics study achievement’ have difference. 4.The pupil of primary school in various different degree of the ‘self-concept’ and ‘action control strategy’ on the ‘mathematics study achievement’ have difference. 5.The ‘mathematics study achievement’, with ‘learning style’ is reflector type , theorist type and pragmatist type , with ‘self-concept’ is study type and social type , with ‘action control strategy’ have positive relevant, in addition , the ‘mathematics study achievement’ , with ‘learning style’ is activist type , with ‘self-concept’ is negative oneself type have negative relevant. 6.The pupil of primary school ‘learning style’ and ‘action control strategy’ have strength of predicted to the ‘mathematics study achievement’.
Yeh, Po-yu, i 葉柏佑. "Investigate the Relationship Among the Primary School pupil''s mathematics success or failure attribution, mathematics attitude, mathematics self-efficacy, and mathematics achievement". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/80443394752313145944.
Pełny tekst źródła國立臺南大學
應用數學研究所碩士班
99
The purpose of this study is to investigate the relationship among the primary school pupil''s mathematics success or failure attribution, mathematics attitude, mathematics self-efficacy, and mathematics achievement. This study adoptes questionnaire investigations. The research samples are chosen by utilizing and combining cluster sampling and stratified random sampling from sixth graders in Tainan City. The research materials are analyzed by using Independent t-test, one-way ANOVA, posterior comparison Scheff’s method, and multiple regression analysis etc. The results of this study are as follows: 1. There is significant difference for primary school pupils of genders and districts in mathematics failure attribution. 2. There is no significant difference for primary school pupils of genders and districts in mathematics success attribution. 3. There is significant difference for primary school pupils of genders and districts in mathematics attitude. 4. There is significant difference for primary school pupils of districts in mathematics self-efficacy. There were no significant difference for primary school pupils of genders in mathematics self-efficacy. 5. There is a positive relationship between success-luck and mathematics achievement. 6. There is a negative relationship between mathematics self-confidence and mathematics achievement.
蔡翠玲. "The Study of New-Immigrant and Local Children Upon Self-Concept and Life-Adjustment For Grade 5-6th Pupil of Elementary School in Taichung City". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/62390095980038197179.
Pełny tekst źródła國立新竹教育大學
人資處輔導教學碩士班
95
Abstract The main purposes of this study are to explore the self-concept and the life-adjustment of the new-immigrant children and to compare those with the local students of grade 5-6 pupil of elementary schools in Taichung City, and to figure out the relations between the self-concept and life-adjustment of New-Immigrant children, then to give teachers and related educational administrators some suggestions. The subjects were 109 children chosen by random cluster sampling from the new-immigrant members 349 0f grade 5-6th elementary school in Taichung City. Also chose 109 local students based on the same Social Economic Status as a comparative group. The subjects were evaluated by〝Questionnaire of the background information for the elementary school students in Taichung City〞,〝Self-Concept Scale of the Elementary School Children〞by Yu-Yi Wu & Ya-Ling Hou (2000) and〝Life-Adjustment Scale of the Elementary School Children〞by Xin-Hua Wu (1996). All data had been dealt and analyzed by SPSS for Windows 10.0, descriptive statistics, three-way ANOVA and canonical correlation analysis. Summary of the results of this study were as follows: 1. There were only significant differences in family self-concept and school self-concept between new-immigrant and local students. However, there were no significant differences in appearance self-concept, body self-concept, emotion self-concept and global self-concept. That is, the first assumption of this study was partially substantiated on self-concept attributed sex and social economic status factors between new-immigrant and local students. 2. There were only significant differences in social skills, social adjustment, adjustment in study and play game, sense of inadaptability, physical inferiority, neurosis and global life- adjustment between new-immigrant and local students. However, there were no significant differences in affiliation, goals for living, behavioral immaturity and emotional unstability. That is, the second assumption of this study was partially substantiated on life-adjustment attributed sex and social economic status factors between new-immigrant and local students. 3. The self-concept and the life- adjustment of the new-immigrant children are significantly related. That is, the third assumption of this study was mostly substantiated. Finally, according to these research results, some guidance policies were provided upon social education, educational administration, school education and family education for new-immigrant children. Besides, there were some suggestions for future researches.
Homoky, Vendula. "Hodnotící kompetence učitele na 1. stupni základní školy se zaměřením na sebehodnocení žáků". Doctoral thesis, 2018. http://www.nusl.cz/ntk/nusl-375577.
Pełny tekst źródłaDudová, Zdeňka. "Sebehodnocení na 1.stupni ZŠ se zaměřením na integrované žáky". Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-338667.
Pełny tekst źródłaJIŘIČKOVÁ, Renata. "Zkušenost žáků 2. stupně ZŠ se specifickými poruchami učení". Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-173431.
Pełny tekst źródłaKulková, Markéta. "Učitel a jeho možnosti při tvorbě sebepojetí žáka". Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-306503.
Pełny tekst źródłaLin, Yen-Chen, i 林艷真. "The Effect of Learning Motivations, Self-Efficacy, Learning Attitudes on the Learning Achievement for Middle-High Graders Participating in Environmental Experience Education Programs - The Xuan-Feng Group’s Pupil Participants of the Society of Wilderness as Example". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/b32s88.
Pełny tekst źródła大葉大學
休閒事業管理學系碩士在職專班
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The purpose of this study was to explore the effects of learning motivations, self-efficacy, and learning attitudes in the learning achievement of middle-high graders participating in environmental experience education programs. The Xuan-Feng Group’s pupil participants of the Society of Wilderness became the major population for further survey. The 720 participants, who are pupils between Grade 3 and Grade 6 of the 20 Xuan-Feng Groups of the Society of Wilderness, answered general surveys with well-defined and structural questionnaires and their response provided substantial data. A total of 625 participants received the survey questions, 495 copies were returned, and 273 copies were valid for further statistical analysis within SPSS18.0. The following concludes the main findings. 1.Survey said learning motivations among the participants were impartial. 2.The effects of gender difference were found to be significantly different in self-efficacy among the 3 dimensions of “time control”, “skill acquisition”, and “teamwork”. Girls had higher self-efficacy performance than boys. 3.Inexperienced participants with “Little Ant Club” expressed significant difference in self-efficacy of “time control”. 4.Gender distinction significantly differed in learning attitudes associated to the 2 dimensions of “proactive participation” and “Cooperative learning”. Girls also had higher learning attitudes than boys. 5.Learning motivations, self-efficacy, and learning attitudes towards learning achievement show essential effects on children’s mental development and education. As a vital reference, the conclusion is deliberately provided with concrete suggestions to the parents, concerned institutes, and the government.
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Pełny tekst źródłaPsychology of Education
M.Ed. (Psychology of Education)
Štěpánová, Aneta. "Formativní hodnocení na 1. stupni ZŠ". Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-354605.
Pełny tekst źródłaJarchovská, Lenka. "Podíl výtvarné keramické tvorby hendikepovaných na jejich seberealizaci". Doctoral thesis, 2018. http://www.nusl.cz/ntk/nusl-390085.
Pełny tekst źródłaDUŠKOVÁ, Barbora. "Partnerství mezi učitelem a žáky na ZŠ". Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-55623.
Pełny tekst źródłaUlvrová, Renata. "Osobnostní a sociální výchova a její vliv na klima třídy". Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-342080.
Pełny tekst źródłaZangqa, Sharleen Nomonde. "Factors which influence the academic achievement of senior secondary pupils in the rural Eastern Cape". Diss., 1999. http://hdl.handle.net/10500/17871.
Pełny tekst źródłaPsychology of Education
M. Ed. (Psychology of Education)