臺灣中小學資賦優異學生社會回饋之調查研究

The Study of Primary and Secondary Gifted Students in Social Contributions in Taiwan

吳昆壽(Kuen-Shouh Wu)；王琡棻(Shu-Fen Wang)

資優生 ； 社會回饋 ； 參與意願 ； 參與情形 ； gifted students ； social contribution ； willingness to participate ； actual involvement

特殊教育學報

41期（2015 / 06 / 01）

1 - 22

繁體中文

本研究旨在探究臺灣中小學資賦優異學生社會回饋之現況，並分析不同性別與教育階段資賦優異學生社會回饋參與意願和參與情形之差異，以及了解資賦優異學生從事社會回饋後的改變情形。研究對象係針對臺灣北、中、南與東等四區之國小、國中與高中三個教育階段，採取叢集抽樣方式，抽取1,054名資優生進行調查研究，問卷回收率為93.40%，有效問卷為984份。本研究主要發現如下述：（1）女性資優生在社會回饋參與意願與實際參與情形皆顯著高於男性資優生；（2）國小、國中與高中之資優生在社會回饋參與意願沒有顯著差異，然國小資優生實際參與情形顯著高於國中與高中的資優生；（3）資優生社會回饋參與意見越高，其參與社會回饋之情形也越高；（4）個教育階段之資優生皆認為從事社會回饋可以學習到互助合作與人際溝通的能力，能培養同理心、主動關懷與珍惜感恩的態度，且增進幸福感。

The purpose of this study was to investigate Taiwan primary and secondary gifted students' social contribution, and to compare differences between their willingness to participate and actual involvement across gender and education level. The study also examined the changes the students exhibited after making social contributions. Cluster sampling was used to recruit participants from elementary, junior and, senior high schools in north, south, east, and west areas of Taiwan. A total of 1,054 questionnaires were distributed, and with a valid response rate of 93.40%, 984 valid questionnaires were collected. The findings of the study were as followed: (a) Female gifted students rated higher than male counterparts in willingness to participate and actual involvement in making social contributions. (b) Although there was no significant difference in willingness to participate among elementary, junior, and senior high students, elementary gifted students showed significant higher rates in actual involvement than junior and senior high gifted students. (c) There was a significant positive correlation between willingness to participate and actual involvement in making social contributions. (d) All of the gifted students in each educational level acknowledged that social contribution enhance their interpersonal cooperation and communication skills, help instilling empathy, cultivate the attitudes of care and appreciation, and deepen their feeling of love.

1. 馮莉雅(2004)。新加坡高等教育推動服務學習對台灣的啟示。教育學刊，22，151-176。
   連結：
2. 周原(2011)。「雞婆時代」將來臨！臺灣人對社會參與力有待加強。取自http://www.cw.com.tw/article/article.action?id=5028359
3. 聯合國志工組織(2001)。全球志工宣言。取自http://www.volunteertoday.com/ARCHIVES2001/declaration.html
4. Adderholdt, M.,Goldberg, J.(1999).Perfectionism: What's bad about being too good?.Minneapolis, MN:Free Spirit.
5. Aronson, E.,Wilson, T. D.,Akert, R. M.(1997).Social psychology.New York, NY:Longman.
6. Bandura, A.(1986).The explanatory and predictive scope of self-efficacy theory.Journal of Clinical and Social Psychology,4,359-373.
7. Bar-On, R.(Ed.),Maree, J. G.(Ed.),Elias, M. J.(Ed.)(2007).Educating people to be emotional intelligent.Westport, CT:Publishers/Greenwood Publishing Group.
8. Bickley, N. Z.(2002).Storrs,University of Connecticut.
9. Bogdan, R. C.,Biklen, S. K.(2007).Qualitative research for education: An introduction to theory and methods.Boston, MA:Allyn and Bacon.
10. Brooks, R.、Goldstein, S.、馮克芸譯、陳世欽譯(2011)。培養小孩的挫折忍受力。臺北市:天下。
11. Byrnes, L. K.(2008).Widener University.
12. Clark, B.、花敬凱譯(2007)。啟迪資優─如何開發孩子的潛能。臺北市:心理。
13. Cross, T. L.,Swiatek, M. A.(2009).Social coping among academically gifted adolescents in residential setting: A longitudinal study.The Gifted Child Quarterly,53(1),25-33.
14. Dabrowski, K.(1964).Positive disintegration.Boston, MA:Little Brown.
15. Dabrowski, K.,Piechowski, M. M.(1977).Theory of levels of emotional development.Oceanside, NY:Dabor Science.
16. Daniels, S.,Piechowski, M. M.(2009).Living with intensity: Understanding the sensitivity, excitability and emotional development of gifted children, adolescent and adults.Scottsdale, AZ:Great Potential Press.
17. Davis, G. A.,Rimm, S. B.(1994).Education of the gifted and talented.Needham Heights, MA:Allyn & Bacon.
18. Elizabeth, L. A.(1986).Texas A & M University.
19. Ellis, S. J.,Weisbord, A.,Noyes, K. H.(1991).Children as volunteer.Philadelphia, PA:Energize.
20. Fischer, L. R.,Schaffer, K. B.(1993).Older volunteers: A guide to research and practice.Thousand Oaks, CA:Sage Publications, Inc..
21. Gardner, H.、陳正芬譯(2007)。決勝未來的五種能力。臺北市:聯經。
22. George, T. B.(2012).University of Massachusetts Boston.
23. Gitta, B.(1987).Columbia University.
24. Gross, M. U. M.(1989).The pursuit of excellence or the search for intimacy? The forced-choice dilemma of gifted youth.Roeper Review,11,189-194.
25. Hoffman, M.(1975).Developmental synthesis of affect and cognition and its implications for altruistic motivation.Developmental Psychology,11,607-622.
26. Hoyle, E.(1999).The two faces of micropolitics.School Leadership and Administration,19(2),213-222.
27. Kaye, C. B.(2004).The complete guide to service learning.Minneapolis, MN:Free Spirit.
28. Kohlberg, L.(1984).The psychology of moral development.New York, NY:Harper & Row.
29. Kramer, R. M.(1981).Voluntary agencies in the welfare state.Berkeley:University of California Press.
30. Lovecky, D. V.(1992).Exploring social and emotional aspects of giftedness in children.Roeper Review,15(1),18-25.
31. Maher, B.(Ed.)(1978).Progress in experimental personality research.New York, NY:Academic Press.
32. Neihart, M.(2007).The socioaffective impact of acceleration and ability grouping: Recommendations for best practice.Gifted Child Quarterly,51,330-341.
33. Neihart, M.(1999).The impact of giftedness on psychological well-being: What does the empirical literature say?.Roeper Review,22,10-17.
34. Neihart, M.(Ed.),Reis, S.(Ed.),Robinson, N.(Ed.),Moon, S. M.(Ed.)(2002).The social and emotional development of gifted children: What do we know?.Waco, TX:Prufrock Press.
35. Patricia, M. D.(2004).University of La Verne.
36. Pfeiffer, S. I.(Ed.)(2008).Handbook of giftedness in children: Psychoeducational theory, research, and best practices.New York, NY:Springer.
37. Pfeiffer, S. I.,Stocking, V. B.(2000).Vulnerabilities of academically gifted students.Special Services in the Schools,16(1/2),83-93.
38. Phillips, J. M.(2011).Edgewood College.
39. Rosemarie, L. O.(1995).Yeshiva University.
40. Schuler, P. A.(2000).Perfectionism and gifted adolescents.Journal of Secondary Gifted Education,11,183-196.
41. Silverman, L. K.(1994).The moral sensitivity of gifted children and the evolution of society.Roeper Review,17(2),110-116.
42. Silverman, L. K.(1993).Counseling the gifted and talented.Denver, CO:Love.
43. Simmons, C. H.,Zumpf, C.(2011).The gifted child: Perceived competence, prosocial moral reasoning and charitable donations.The Journal of Genetic Psychology,147(1),97-105.
44. Trilling, B.、Fadel, C.、劉曉樺譯(2011)。教育大未來：我們需要的關鍵能力。臺北市:如果。
45. Webster, N. S.,Worrell, F. C.(2008).Academically talented students' attitudes toward service in the community.Gifted Child Quarterly,52,170-179.
46. 丁榮駒(2011)。碩士論文(碩士論文)。高雄市，正修科技大學。
47. 古佳代(2010)。碩士論文(碩士論文)。彰化市，國立彰化師範大學。
48. 吳香質(2005)。碩士論文(碩士論文)。彰化市，國立彰化師範大學。
49. 李雪莉(2008)。青春，鍊成金。天下雜誌，410
50. 卓永財(2012)。從學校到職場能力扎根。天下雜誌，511，92。
51. 林百里(2012)。從學校到職場能力扎根。天下雜誌，511，92。
52. 林佳瑩(2006)。碩士論文(碩士論文)。臺北市，國立臺北教育大學。
53. 林孟涵(2007)。碩士論文(碩士論文)。臺南市，國立臺南大學。
54. 林宜諄(2008)。企業社會責任入門手冊。臺北市:天下遠見。
55. 林昭儀(2012)。碩士論文(碩士論文)。高雄市，國立高雄師範大學。
56. 林美杏(2007)。碩士論文(碩士論文)。臺南市，國立臺南大學。
57. 林勝義(2001)。服務學習指導手冊。臺北市:行政院青年輔導委員會。
58. 姜蘭虹、何淑慧(1989)。從婦女社會參與看女性角色。社區發展季刊，46，64-73。
59. 柯星羽(2012)。碩士論文(碩士論文)。臺南市，國立成功大學。
60. 洪蘭(2012)。沒有GPS 就回不了家。天下雜誌，510，21。
61. 孫震(2009)。企業倫理與企業社會責任。臺北市:天下遠見。
62. 徐誼芳(2010)。碩士論文(碩士論文)。高雄市，國立高雄師範大學。
63. 張春興(2000)。現代心理學。臺北市:東華。
64. 陳武雄(1997)。我國志願服務工作推展之回顧與前瞻。社區發展季刊，78，5-13。
65. 陳建德(2011)。碩士論文(碩士論文)。臺北市，國立臺北教育大學。
66. 陳雅檸(2006)。碩士論文(碩士論文)。彰化市，國立彰化師範大學。
67. 陳瑞梅(2011)。碩士論文(碩士論文)。彰化市，國立彰化師範大學。
68. 曾中明(1993)。老年人的社會參與─志願服務。社區發展季刊，64，94-96。
69. 曾華源、曾騰光(2003)。志願服務概論。臺北市:揚智。
70. 黃姿滿(2005)。碩士論文(碩士論文)。嘉義縣，國立中正大學。
71. 鄭宇展(2012)。碩士論文(碩士論文)。臺中市，靜宜大學。
72. 鍾淑華(2011)。碩士論文(碩士論文)。新竹市，國立新竹教育大學。
73. 嚴長壽(2011)。教育應該不一樣。臺北市:天下文化。
74. 嚴秋蓮(2005)。碩士論文(碩士論文)。新北市，輔仁大學。

1. 陳宥妤(2023)。走出教室的學習：資優教育的社會參與與實踐。資優教育論壇，21(2)，35-46。
2. 黃楷茹,王玟淇(2023)。國小資優學生在獨立研究課程中「社會參與」素養之展現。資優教育論壇，21(2)，3-33。