國小一般智能資優生的情緒智力、幽默風格與創造力之關聯研究

Abstract

考量全球資優教育趨勢中的適才適性理念，以及臺灣十二年國民基本教育特殊需求領域中情意教育和創造力的重要性，本研究旨在探討臺灣國小一般智能資優生的情緒智力、幽默風格和創造力之間的相關性，深入了解資優生的身心特質，以提供適性化教育方案。以臺灣北、中、南、東四區的國小一般智能資優生和普通班學生共863名為研究參與者，運用「國小兒童情緒能力量表」、「幽默風格量表（HSQ-TC）」以及「新編創造思考測驗」為研究工具，採用了描述性統計、單因子變異數分析、皮爾森積差相關分析、調節效果分析和典型相關分析等統計方法，來評估參與者的情緒智力、幽默風格和創造力表現以及三者之間的關聯性。研究結果顯示：（1） 資優生在覺察他人情緒方面顯著優於普通生，但在其他情緒智力因素上則未具有顯著差異；（2） 資優生的親和型和自我提升型幽默風格傾向顯著高於普通生，而攻擊型幽默風格則顯著低於普通生，兩組間的自我貶抑型幽默風格傾向則無顯著差異；（3） 資優生的變通力表現顯著高於普通生，但在流暢力、獨創力和精進力方面兩組則無顯著差異；（4） 資優生的情緒智力與親和型、自我提升型幽默風格呈顯著正相關，與攻擊型幽默風格呈顯著負相關，而與自我貶抑型幽默風格則無關；（5） 資優生的情緒智力與流暢力呈正相關，但與變通力、獨創力和精進力則無顯著相關；（6） 資優生的流暢力、變通力與自我提升型幽默風格呈顯著正相關，攻擊型幽默風格與自我貶抑型幽默風格則與精進力呈顯著負相關。最後，本研究根據上述結果提出具體的建議，以供現場教師與家長在相關課程設計和教育輔導方面參考使用。Considering the global trends in gifted education emphasizing individualized instruction, and the importance of social-emotional learning and creativity in Taiwan's twelve-year basic education for students with special needs, this study aims to investigate the correlation among emotional intelligence, humor styles, and creativity in elementary school students identified as gifted in general intelligence in Taiwan. The study involved 863 participants from elementary schools in the northern, central, southern, and eastern regions of Taiwan, including both gifted students and students in regular classes. Research tools included the "Emotional Competence Scale for Elementary School Children," the "Humor Styles Questionnaire (HSQ-TC)," and the "Revised Creative Thinking Test." Statistical methods such as descriptive statistics, one-way ANOVA, Pearson correlation analysis, moderation analysis, and canonical correlation analysis were employed to assess participants' emotional intelligence, humor styles, creativity, and their interrelationships. Findings indicate: (1) Gifted students demonstrate significantly higher awareness of others' emotions compared to non-gifted students, with nosignificant differences observed in other emotional intelligence factors; (2) Gifted students exhibit significantly higher affiliative and self-enhancing humor styles than non-gifted students, while showing significantly lower aggressive humor style, with no significant difference in self-defeating humor style between the two groups; (3) Gifted students perform significantly better in flexibility compared to non-gifted students, with no significant differences observed in fluency, originality, and elaboration; (4) Emotional intelligence in gifted students positively correlates with affiliative and self-enhancing humor styles, negatively correlates with aggressive humor style, and shows no correlation with self-defeating humor style; (5) Emotional intelligence in gifted students positively correlates with fluency but shows no significant correlation with flexibility, originality, and elaboration; (6) Fluency and flexibility in gifted students positively correlate with self-enhancing humor style, while aggressive and self-defeating humor styles negatively correlate with elaboration. Based on these results, the study provides specific recommendations for curriculum design and educational guidance for teachers and parents to enhance educational practices in relevant settings.