中學階段資優生與普通生樂觀傾向、自我效能與解釋型態之研究
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Date
2015-03-??
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國立臺灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
National Taiwan Normal University Special Education Center
Abstract
本研究採問卷調查探究不同性別與發展階段資優生與普通生在樂觀傾向、自我效能與解釋型態間的差異。對象包括295 位資優生、437 位普通生。主要發現如下：國中資優生較普通生正向解釋型態得分高；普通生較資優生負向解釋型態得分高；高中資優生較國中資優生負向解釋型態得分高。資優生較普通生具較佳的自我效能；女性較男性具較佳的自我效能。資優生與普通生樂悲觀傾向無差異，但女性較男性具較高的樂觀傾向。整體而言，本研究發現正向與負向解釋型態可能屬於有關聯但向度不同之構念。最後，本研究並針對研究發現，提出對未來研究與資優生輔導方面的建議。
The purpose of the study was to investigate dispositional optimism, self-efficacy, and explanatory style among gifted and non-gifted secondary school students in terms of gender and developmental stages. Questionnaire data were collected from 295 gifted and 437 non-gifted students. The results of the study were as follows: (1) There was no significant difference in optimism and pessimism scores between the gifted and the nongifted secondary high school students, but the female students rated higher on optimism than the male students. (2) The gifted students had higher self-efficacy than the nongifted students. (3) The gifted junior higher school students had a more optimistic explanatory style compared to their non-gifted junior high school peers. On the other hand, the non-gifted junior high school students had a more pessimistic explanatory style than the gifted junior high school peers. (4) The gifted senior high school students had a more pessimistic explanatory style compared to the gifted junior high school students. Based on the findings, the authors proposed suggestion for future studies and future counseling services provided to gifted students.
The purpose of the study was to investigate dispositional optimism, self-efficacy, and explanatory style among gifted and non-gifted secondary school students in terms of gender and developmental stages. Questionnaire data were collected from 295 gifted and 437 non-gifted students. The results of the study were as follows: (1) There was no significant difference in optimism and pessimism scores between the gifted and the nongifted secondary high school students, but the female students rated higher on optimism than the male students. (2) The gifted students had higher self-efficacy than the nongifted students. (3) The gifted junior higher school students had a more optimistic explanatory style compared to their non-gifted junior high school peers. On the other hand, the non-gifted junior high school students had a more pessimistic explanatory style than the gifted junior high school peers. (4) The gifted senior high school students had a more pessimistic explanatory style compared to the gifted junior high school students. Based on the findings, the authors proposed suggestion for future studies and future counseling services provided to gifted students.