國中資優生情緒形態與人際關係之研究

為探究國中資優生的情緒形態與人際關係之現況、差異與關係，本研究對110學年度就讀於新北市語文資優班與數理資優班的335學生做問卷調查。研究工具為有兩項：「國中學生情緒形態量表」與「中學生人際關係量表」；資料處理以統計軟體IBM SPSS Statistics 23.0進行分析，使用：描述性統計、獨立樣本t檢定、單因子變異數分析、K-means集群分析與皮爾森積差相關分析。研究結果如下：一、不同性別的國中資優生的「社會直覺」、「情境敏感度」及「注意力」達顯著差異。二、不同年級的國中資優生的「情境敏感度」與「自我覺識」達顯著差異。三、不同資優類別的國中資優生在「情境敏感度」上達顯著差異。四、不同性別的國中資優生在「人際關係總分」、「人際支持」、「人際困擾」、「人際需求」與「人際互動」上達顯著差異。五、國中資優生情緒形態可分為三集群。六、國中資優生情緒形態之「社會直覺」與國中人際關係之「人際困擾」達顯著之負相關。

關鍵字

資優生；情緒形態；人際關係

並列摘要

This study adopts the questionnaire survey method, taking 335 students enrolled in the language gifted class and mathematics and science gifted class in New Taipei City in the 110th academic year as the research participants, and explores current situation, difference and relationship between Emotional Style and Interpersonal Relationship of gifted students in junior high schools. There are two research tools including "Emotional Style Questionnaire for Junior High School Students" and "Interpersonal Relationships Scale for Junior High School Students". The data was analyzed with the statistical software IBM SPSS Statistics 23.0, using: descriptive statistics, independent sample t test, one-way ANOVA, K-means cluster analysis and Pearson correlation analysis. The research results are as follows: 1. There are significant differences in "Social Intuition", "Sensitivity to Context " and "Attention" among gifted students of different genders. 2. There are significant differences in "Sensitivity to Context" and "Self-Awareness" among gifted students of different grades. 3. There are significant differences in "Sensitivity to Context" among gifted students of different gifted categories. 4. There are significant differences in the scores of "Interpersonal Relationship", "Interpersonal Support", "Interpersonal Distress", "Interpersonal Needs" and "Interpersonal Interaction" among gifted students of different genders. 5. The emotional style of gifted students can be divided into three clusters. 6. There is a significant negative correlation between the "Social Intuition" of and "Interpersonal Distress" of gifted students.