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来源数据

P313 - 335

社会科学 > 心理学
社会科学 > 教育学

DOI： 10.7108/PT

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Gifted Students' Emotional Intelligence to Achievement Motivation, and Self-Concept: A Mediation Analysis

资优生情绪智商、成就动机与自我概念之中介效果考验

Chieh-Ju Tsao(曹杰如) ； Bor-Chen Kuo(郭伯臣) ； Chen-Huei Liao(廖晨惠) ； Tao-Yi Chang(张道宜)

测验学刊； 70 卷 4 期 (2023 / 12 / 31) ， P313 - 335

英文;繁体中文

emotional intelligence ； giftedness ； mediating effects ； motivation achievement ； self-concept ；中介效果；成就动机；自我概念；情绪智商；资优生

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摘要 │ 参考文献 (60) │ 国际计量

摘要〈TOP〉

Several previous studies suggested that achievement motivation is important for academic success and that emotional intelligence plays a vital role in enhancing achievement motivation, especially for gifted students. However, few studies focused on self-concept, which may involve the relationship between emotional intelligence and achievement motivation. This article explored how both gifted and non-gifted Taiwanese students' emotional intelligence, self-concept, and achievement motivation are related. The research involved a survey comprised of three sets of questionnaires concerning emotional response, self-concept, and achievement motivation. The participants included 149 gifted students and 170 non-gifted students who were 6 graders and recruited to confirm the triad mediation model proposed in this study. The findings indicated the following: 1) there were differences between the gifted and non-gifted students in performance, emotional intelligence, and achievement motivation, but little difference in self-concept; 2) emotional intelligence predicted achievement motivation in both contexts of gifted and non-gifted students; and 3) no matter for the gifted or non-gifted students, self-concept fully mediated the relationship between emotional intelligence and achievement motivation. Though emotional intelligence was a vital factor for achievement motivation, according to our findings, emotional intelligence didn't impact on achievement motivation directly. Not only emotional intelligence, but also self-concept was required to fulfill achievement motivation. The study suggested that self-concept, especially for gifted students, should be considered for academic development more than emotional intelligence.

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参考文献 ( 60 ) 〈TOP〉

Chang, Y. T.(2014).The multiple-group comparison study between elementary gifted and regular students’ emotional intelligence.Journal of Research in Special Education and Assistive Technology,7,51-73.
连结：
Al-Dhamit, Y.,Kreishan, L.(2016).Gifted students' intrinsic and extrinsic motivations and parental influence on their motivation: From the self-determination theory perspective.Journal of Research in Special Educational Needs,16(1),13-23.
Awan, R. U. N.,Noureen, G.,Naz, A.(2011).A study of relationship between achievement motivation, self-concept and achievement in English and mathematics at secondary level.International Education Studies,4(3),72-79.
Baker, J. A.(1995).Depression and suicidal ideation among academically gifted adolescents.Gifted Child Quarterly,39(4),218-223.
Baron, R. M.,Kenny, D. A.(1986).The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.Journal of Personality and Social Psychology,51(6),1173-1182.

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