國中資優學生人格特質、壓力調適與其相關因素之研究

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

10.6768/JSE.200512.0001

孫瑜成(Yu-Cheng Sun)；王文科(Wen-Ke Wang)

資優學生 ； 人格特質 ； 壓力調適 ； gifted students ； personality traits ； stress adaptation

特殊教育學報

22期（2005 / 12 / 01）

1 - 33

繁體中文

本研究旨在探討國中資優學生的人格特質、壓力調適及其相關因素之概況，並分析不同人格類型及背景變項在壓力調適上之差異及預測情形。本研究以台灣地區國中一般智能優異學生為調查對象。研究者採用自編之「國中學生壓力調適量表」和「賴氏人格測驗」為研究工具。量表調查所得之資料以描述性統計、多變量變異數分析、單變量變異數分析、因素分析、積差相關、典型相關和逐步迴歸分析等方法加以統計分析後，有以下發現： 一、國中資優學生的人格特質以正向特質的C型和D型人格為主，其次為負向特質的B型和E型人格；其主要壓力來源以「學業壓力」為主，其次為「自我期許壓力」；其最常使用的壓力因應方式以「理性應對」為主，其次為「穩定情緒」。 二、根據研究結果發現，具有正向人格特質的國中資優學生對壓力感受程度較低，且較常使用正向壓力因應方式去面對壓力；具有負向人格特質的國中資優學生則對壓力感受程度較高，且較常使用負向壓力因應方式去處理壓力。 三、不同人格類型及背景變項的國中資優學生在壓力調適上之差異分析方面，就單因子多變量變異數分析結果可知，國中資優學生的「壓力感受程度」在不同人格類型、年級、班級型態和地區上有主要效果；而「壓力因應方式」則在不同人格類型、性別、班級型態和地區上有主要效果。 四、不同壓力感受程度的國中資優學生在壓力因應方式上之差異分析方面，二因子單變量變異數分析僅在「壓力感受程度×國小教育安置型態」和「壓力感受程度×家庭社經地位」上有交互作用；就單因子多變量變異數分析結果而言，國中資優學生的「壓力因應方式」在不同壓力感受程度、地區、年級、性別和班級型態上有主要效果。 五、根據研究結果發現，國中資優學生壓力感受程度與壓力因應方式之間有顯著的相關及典型相關存在。其中，壓力感受程度較低的國中資優學生傾向使用正向的壓力因應方式；壓力感受程度較高的國中資優學生傾向使用負向的壓力因應方式。 六、人格類型、年級、性別、班級型態、地區及國小教育安置型態對國中資優學生的壓力感受程度和壓力因應方式有預測力。

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.

1. 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.
2. Buescher, T.(1990).Helping adolescents adjust to giftedness.ERIC Document Reproduction service.
3. 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.
4. Cornell, D. G.,Grossberg, I W.(1986).Silbing of children in gifted programs.Journal for the Education of the Gifted,9,252-264.
5. Davis, G. A.,Rimm S. B.(2004).Education of Gifted and Talented.Boston:Allyn and Bacon.
6. de Anda, D.,Bradley, M.(1997).Study of stress, stressors, and coping strategies among middle school adolescents.Social Work in Education,19(2),87-99.
7. Delisle, J. R.(1988).Stress and the gifted child.ERIC Document Reproduction service.
8. Dickey, J. P.,Henderson, P.(1989).What Young Children Say about Stress and Coping in School.Health Education,20(1),14-17.
9. Evans, E. S.(1982).The University of South Carolina.
10. Evans, E. S.(1982).A Study of Stress in Families with Gifted Children.Dissertations Abstracts International,43(7),2272.
11. Flagler, L. K.(1990).Personality differences among high-achieving gifted adolescents: an exploratory study of a new typology.Dissertations Abstracts International,52(1),515.
12. Flagler, L. K.(1990).The University of North Carolina at Chapel Hill.
13. Gallagher, J.,Harradine, C. C.,Coleman, M. R.(1997).Challenge or boredom? Gifted students` views on their schooling.Roeper Review,19(3),132-136.
14. Helms, B. J.(1987).The University of Connecticut.
15. Helms, B. J.(1985).A study of the relationship of child stress to demographic, personality, family and school variables (path analysis, manifestations, self-concept, stressors).Dissertations Abstracts International,46(6),1562.
16. Holt D. G.(1993).Humor as a coping mechanism: dealing with manifestations of stress associated with children identified as gifted and talented.Dissertations Abstracts International,54(7),2513.
17. Holt D. G.(1993).Purdue University.
18. Howe, I. H.(1986).Effects of four-day and five-day academic weeks on stress and depression levels in gifted secondary students.Dissertations Abstracts International,47(12),4356.
19. Howe, I. H.(1986).Texas Tech University.
20. Kaplan, L. S.(1990).Helping gifted students with stress management.ERIC Document Reproduction service.
21. Kivimaki, M. J.(1997).Stress and personality factors: Specifications of the role of test anxiety, private self-consciousness, type A behavior pattern, and self-esteem in the relationship between stressors and stress reactions. (Master Thesis, Helsingin Yliopisto (Finland, 1987).Dissertations Abstracts International,59(1),160.
22. Lazarus, R. S.(1991).Emotion and Adaptation.New York:Oxford.
23. Lazarus, R. S.,Folkman, S.(1984).Stress, Appraisal, and Coping.New York:Springer.
24. Moon, S. M.,Kelly, K. R.,Feldhusen, J. F.(1997).Specialized counseling services for gifted youth and their families: A needs assessment.Gifted Child Quarterly,41,16-25.
25. Moon, S. M.,N. Colangelo(Eds.),G A. Davis (Eds.)(2003).Handbook of Gifted Education.Boston:Allyn & Bacon.
26. Parker, W. D.,Adkins, K. K.(1995).Perfectionism and the gifted.Roeper Review,17,173-176.
27. Richards, V. K.(1982).Perceived psychological stress and personality profiles in dental students.Dissertations Abstracts International,43(6),1796.
28. Richards, V. K.(1987).The University of Nebraska-Lincoln.
29. Rimm, S. B.,N. Colangelo(Eds.),G. A. Davis (Eds.)(2003).Handbook of Gifted Education.Boston:Allyn & Bacon.
30. Shaughnessy, M. F.,Kang, M. H.,Greene, M.,Misutova, M.,Sumala, J.(2004).16 PP Personality Profile of Gifted Children: Preliminary Report of an International Study.North American Journal of Psychology,6(1),51-54.
31. Sliverman, L. K.,L. K. Sliverman(1993).Counseling the .g1ed and talented.Denver:Love.
32. Sliverman, L. K.,L. K. Sliverman(1993).Counseling the gifted and talented.Denver:Love.
33. Stemberg, R. J.,Davidson, J. E.,F. D. Horowitz,M. O`Brien (Eds.)(1986).The gifted and talented: Understanding and increasing your intellectual skills.Fort Worth:Harcourt Brace Janovich College Publishers.
34. Swiatek, M. A.(2000).Social Coping among Gifted High School Students and Its Relationship to Self-Concept.Journal of Outcome Measurement,4(4),19-39.
35. Terman, L. M.(1925).Genetic studies of genius: VoL 1. Mental and physical traits of a thousand gifted children.Stanford, CA:Stanford University Press.
36. Torrance, E. P.,Sisk D. A.(1997).Gifted and talented children in the regular classroom.Buffalo, New York:Creative Education Foundation Press.
37. Vollrath, M.(2001).Personality and stress.Scandinavian Journal of Psychology,42,335-347.
38. 王文科(1994)。國科會專題研究計畫未出版之成果報告。
39. 吳武典(2001)。資優學生的適應類型與心理輔導。測驗與輔導，166，3481-3484。
40. 吳武典、蔡明富(2001)。國小資優學生學校生活壓力與學校適應之相關研究。資優教育研究，1(1)，41-56。
41. 呂敏昌(1993)。碩士論文(碩士論文)。私立文化大學兒童福利研究所。
42. 李乙明(1991)。碩士論文(碩士論文)。國立彰化師範大學特殊教育研究所。
43. 李乙明(1999)。博士論文(博士論文)。國立彰化師範大學特殊教育研究所。
44. 李欣瑩(2001)。碩士論文(碩士論文)。國立台灣師範大學衛生教育研究所。
45. 林慧蘭(2002)。碩士論文(碩士論文)。國立台中師範學院國民教育研究所。
46. 林寶珍(2001)。碩士論文(碩士論文)。私立靜宜大學青少年兒童福利研究所。
47. 孫瑜成(1997)。行政院國家科學委員會大專學生參與專題研究計劃未出版之成果報告。
48. 張馨仁(2001)。資優生過度激動特質之研究。資優教育研究，1(2)，45-70。
49. 梁秀琴、陳韻淳(2002)。談資優生的自殺問題。資優教育季刊，83，28-31。
50. 郭靜姿(2002)。台北市資賦優異教育資源中，已工作執行成果報告書。
51. 郭靜姿(1993)。資優學生鑑定與輔導。台北:心理。
52. 郭靜姿(1986)。碩士論文(碩士論文)。國立台灣師範大學輔導研究所。
53. 陳玫伶(1996)。博士論文(博士論文)。國立高雄師範大學特殊教育研究所。
54. 陳美芳(1996)。資優學生身心特質與評量。教育資料集刊，21，13-26。
55. 曾建章(1996)。碩士論文(碩士論文)。國立彰化師範大學特殊教育研究所。
56. 曾淑容譯(1984)。資優學生和非資優學生困擾問題的比較。資優教育季刊，12，27-29。
57. 黃玉真(1994)。碩士論文(碩士論文)。國立台灣師範大學特殊教育研究所。
58. 鄒浮安(1997)。博士論文(博士論文)。國立高雄師範大學教育研究所。
59. 鄒浮安(1998)。高中分散式、集中式數理資優生與普通生在生活壓力與身心健康之比較研究。雄中學報，1，317-343。
60. 歐陽萌君(1992)。碩士論文(碩士論文)。國立彰化師範大特殊教育研究所。
61. 蔡典謨、國立高雄師範大學特教中心編(1995)。認識特殊教育系列演講。國立高雄師範大學特教中心。
62. 賴保禎(1993)。賴氏人格測驗指導手冊。台北:心理。

1. 陳宸如(2008)。高中美術資優生生活壓力探討之質性研究。特教論壇，5，57-69。
2. 陳奐妤、林杏足(2016)。國中資優生完美主義類型、生活壓力與幸福感之相關研究。特殊教育學報，43，29-62。
3. 陳振明、王慧鶯(2011)。淺談資優生的壓力與幸福感。國小特殊教育，51，74-83。
4. 賴翠媛、陳凌(2012)。由資優學生的生命態度談生命教育。國小特殊教育，53，77-84。
5. 楊昕純,陳美如(2023)。國中資優生獨立研究歷程之情緒自我覺察與調適研究。特殊教育研究學刊，48(2)，111-145。