| Summary: | 碩士 === 靜宜大學 === 教育研究所 === 101 === This study aims at the current situation about emotion management, school life adjustment and school engagement of Changhua junior high school students. We will study their differences between students with different backgrounds. This study referred several related researches and used “Emotional Management Questionnaire” adapted by Hsueh Ching-Ju, “School Life Adjustment Questionnaire” adapted by Wang Jian-Ren, and “School Engagement Questionnaire” adapted by Tsai Chin-Ling as research instrument. This study collected data with the method of questionnaire survey and we took random sampling in this study. All of the data were analyzed by descriptive statistics, t-test, ANOVA, and Pearson’s product-moment correlation. The major findings of this study were below:
1. Current emotion management of junior high school is in medium level. Discussing from different aspects of emotion management, the best three are “awareness”, “emotion efficiency” and “coping ability.”
2. The current level of school life adjustment of junior high school students is in medium. Through each of the aspects, the highest is “teacher-student relationship” followed by “self-acceptance” and “learning adjustment.”
3. School engagement of junior high school students belongs to medium level. From this study, “class participation” got the most grades, and “schoolwork involvement” won the second prize.
4.There’s no significant difference in emotion management between different genders. Only “coping ability” has a significant difference. Also, there’s no significant difference between different ages.
5. School life adjustment for junior high school students will not differ from genders. In its several aspects, only “learning adjustment” shows a significant difference. Ages will not cause a significant difference.
6. For junior high school students, not only genders but also ages will not be the main factors to cause any significant difference in school engagement. But, “schoolwork involvement” has a significant difference.
7. There are high-positive correlations between “emotion management” and “school life adjustment” for junior high school students.
8. There are high-positive correlations between “emotion management” and “school engagement” for junior high school students.
9. There are high-positive correlations between “school life adjustment” and “school engagement” for junior high school students.
10. Emotion management and school life adjustment can predict the extent of school engagement.
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