國中資優學生人格特質、壓力調適與其相關因素之研究

孫瑜成; 王文科

doi:10.6768/JSE.200512.0001

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社会科学 > 教育学

DOI： 10.6768/JSE

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国中资优学生人格特质、压力调适与其相关因素之研究

The Study of Personality Traits, Stress Adaptation and Related Factors of Gifted Students in Junior High School

孙瑜成(Yu-Cheng Sun) ；王文科(Wen-Ke Wang)

特殊教育学报； 22 期 (2005 / 12 / 01) ， P1 - 33

繁体中文 DOI： 10.6768/JSE.200512.0001

资优学生；人格特质；压力调适； gifted students ； personality traits ； stress adaptation

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摘要 │ 参考文献 (62) │ 被引用文献 (5) │ 国际计量

摘要〈TOP〉

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The purpose of this study was, firstly, to investigate personality traits, stress adaptation, and related factors of gifted students in junior high school. Secondly, it was to analyze the difference in stress adaptation between personality types and background variables and make predictions as well. The instruments were self-developed ”Stress Adaptation of Junior High School Students Scale” and ”Lai Personality Scale” to collect data filled in by gifted students in Taiwan. All of the collected data were analyzed by descriptive statistics, MANOVA, ANOVA, factor analysis, Pearson correlation, canonical correlation and stepwise regression.
The results were found as following:
1. The gifted students' personality traits were mainly type C and type D (positive) and secondly type B and type E (negative). The main stressor of gifted students was ”schoolwork” and then ”self-expectation.” The way most frequently used to cope with stress by gifted students was ”rational coping” and then ”emotional calm.”
2. According to the results, gifted students with positive personality traits had lower stress perception and often used positive coping, while gifted students with negative personality traits had higher stress perception and often used negative coping.
3. By analyzing the difference in stress adaptation between personality types and background variables, personality types, grade, class type, and region of one-way MANOVA analyses had a main effect on stress perception. Moreover, personality types, gender, class type, and region of one-way MANOVA analyses had a main effect on stress coping.
4. By analyzing the difference in stress coping between stress perception and background variables, two-way ANOVA analysis showed that there was an interaction between placement of elementary school and family socioeconomic status. Furthermore, stress perception, grade, gender class type, and region of one-way MANOVA analyses had a main effect on stress coping.
5. Stress perception was significantly correlated with stress coping. Gifted students with lower stress perception often adopted positive stress coping, while gifted students with higher stress perception often adopted negative stress coping.
6. Based on personality types, grade, gender, class type, region, and placement of elementary school, the stress adaptation of gifted students was predictable.

参考文献 ( 62 ) 〈TOP〉

Abouserie, R.(1994).Sources and Levels of Stress in Relation to Locus of Control and Self Esteem in University Students.Educational Psychology: An International Journal of Experimental Educational Psychology,14(3),323-330.
Buescher, T.(1990).Helping adolescents adjust to giftedness.ERIC Document Reproduction service.
Clasen, D. R.,Clasen, R. E.,N. Colangelo,S. G. Assouline,D. L. Ambroson (Eds.)(1992).Talent development: Proceeding from the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development.New York:Trillium Press.
Cornell, D. G.,Grossberg, I W.(1986).Silbing of children in gifted programs.Journal for the Education of the Gifted,9,252-264.
Davis, G. A.,Rimm S. B.(2004).Education of Gifted and Talented.Boston:Allyn and Bacon.

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