臺灣中區國小資優生情緒智力與其相關因素之研究

本研究旨在探討影響國小資優生的情緒智力之相關因素，以個人、家庭、學校因素對其情緒智力之影響，藉以爲教育與輔導之依據。研究對象爲中部地區五年級一般智能資優班學生共一百四十六人。研究發現如下：一、不同性別的國小資優生在情緒智力上有顯著差異，女生優於男生。二、國小資優生的性別、內外控信念、成就動機、自我概念、總關懷、教師教學行爲、同儕關係與情緒智力有顯著相關。三、逐步多元回歸分析發現，對國小資優生情緒智力最重要的預測變項：在個人因素爲「自我概念」、家庭因素爲「關懷」、學校因素爲「同儕正向關係」、總因素爲「同儕正向關係」。四、典型相關分析結果，解釋國小資優生情緒智力總變異量：個人因素爲百分之十六、學校因素爲百分之三十一、總因素爲百分之三十一，其中以「同儕正向關係」具最大解釋力，「教師間接教學行爲」次之，「自我概念」再次之。五、國小資優生的情緒智力之預測力與解釋力，以「學校因素」爲最大。最後，依據研究結果，提出具體建議，以作爲教育、輔導以及未來研究的參考。

關鍵字

資優生；情緒智力

並列摘要

This study is to investigate the related factors which influence the emotional intelligence of the gifted elementary students. The purpose of this study is to understand the impact of those important personal factors, family factors and school factors on the emotional intelligence of the gifted elementary students. The results of this study indicate: 1. Significant difference was found in emotional intelligence among the gifted students with girls' scores being higher than boys'. 2. Gender, locus of control, achievement motive, self-concept, parental warmth, teacher's teaching behavior, peer relationship were correlated with the emotional intelligence for both genders. 3. Sequential regressional analysis showed that the most significant predictive variables for the emotional intelligence were: (1)The personal factor was self-concept. (2)The family factor was warmth. (3)The school factor was positive peer relationship. (4) The total factor was positive peer relationship. 4. According to the results of the correlational analysis, the relative significance of the variables in predicting the gifted elementary students' emotional intelligence in this study was: 16% for the personal factors, 31% for the school factors, and 31% for the combined factors. 5. School factor was the most important predictor in explaining the gifted students' emotional intelligence. Finally, the results of the study provide a conceptual framework for designing the educational and counseling programs and the future research in the area of gifted education.