國小資優學生認知－情意交織特質介入方案成效之研究

Effects on the Co-Cognitive Traits Intervention Programforthe Elementary Gifted Students

王琡棻(Shu-Fen Wang)；盧台華(Tai-Hwa Lu)

國小資優學生 ； 資優行為 ； 認知－情意交織特質 ； 認知－情意交織特質介入方案 ； Elementary Gifted Students ； Gifted Behaviors ； Co-Cognitive Traits ； Co-Cognitive Traits Intervention Program

特殊教育學報

38期（2013 / 12 / 01）

1 - 29

繁體中文

本研究目的在探究認知－情意交織特質介入方案對提升國小資優學生認知－情意交織特質與資優行為之成效，係以187位國小資優生為受試對象，進行介入方案實驗研究。採用結構方程模式進行潛在變項共變數分析，以了解實驗處理對提升學生之認知－情意交織特質與資優行為之直接與間接效果。茲將研究發現分述如下：（1）認知－情意交織特質介入方案能有效提升國小資優學生整體認知－情意交織特質，其直接效果值為.23；（2）教師與學生均認為認知－情意交織特質介入方案能有效提升國小資優學生之整體資優行為表現，而實驗處理對教師評定與學生自評資優行為的直接效果值分別為.37與.13；（3）就資優行為各分量表而言，教師認為認知－情意交織特質介入方案可有效提升國小資優學生的語文表達、分析性思考、正向動機、創意思考、敏感性、快速學習、人際互動與情緒表達等各項資優行為，而對風趣幽默則無顯著效果；（4）國小資優學生認為認知－情意交織特質介入方案可有效提升其分析性思考、正向動機、創意思考、敏感性與情緒表達等各項資優行為，而對語文表達、風趣幽默、人際互動與快速學習則無顯著效果；（5）認知－情意交織特質介入方案之成效為先藉由提升學生之認知－情意交織特質，再進而提升其資優行為。

The main purposes of this study were to explore the effects of a self-designed co-cognitive traits intervention programon enhancing the co-cognitive traitsand gifted behaviors of the elementary giftedstudents. A hundred and eighty seven gifted students from various Kaohsiung Elementary Schoolswere selected as experimental subjects to participate in the co-cognitive traits intervention program. The main findings were as follows: (a) The co-cognitive traits intervention program could significantly enhance both the overall co-cognitive traits and the effect size was .23. (b) Both teachers and gifted students thought the co-cognitive traits intervention program could effectively improve gifted behaviors and the effect size were .37 and .13. (c) Teachers thought gifted students had positive performances on gifted behaviors. Among them, ”language expression, analysis thinking, positive motivation, creative thinking, sensitive, rapid learning, interpersonal relationship, emotional expression” were obviously shown but ”sense of humor” was the weaker one. (d) These gifted students believed that they presented positive performances on gifted behaviors. Among them, ”analysis thinking, positive motivation, creative thinking, sensitive, emotional expression” were obviously shown but ”language expression, sense of humor, interpersonal relationship, rapid learning” were the weaker. (e) The program effects showed that gifted students' gifted behaviors were increased after their co-cognitive traits improved.

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