本研究主要針對國民小學一般智能優異類的資優生,探討親子互動與手足互動之關係,主要目的為瞭解:(一)國小資優生與家長互動之情形;(二)國小資優生與手足互動之情形;(三)國小資優生之親子互動與手足互動之關係;(四)資優生與家長互動關係對手足關係的預測。 為達上述之研究目的,研究者採問卷調查法進行資料蒐集,參考相關文獻,編製「國小資優生親子互動關係量表」與「國小資優生手足互動關係量表」作為研究工具,以台中市、台中縣、彰化縣六所國小351位三至六年級資優生為研究對象。量表施測所得之資料以描述性統計、獨立樣本t考驗、單因子變異數分析、皮爾遜積差相關及逐步多元回歸進行統計。研究結果如下: 1.國小資優生的親子的互動關係傾向於正面,且與母親的互動知覺高於父親。 2.國小資優生的手足互動關係傾向正面。 3.資優生之背景變項中包括性別、年級、出生序、資優手足、是否為獨生子女、父母親教育程度七個變項在親子互動關係上之差異皆未達顯著水準;不同手足性別在親子互動關係上的差異達顯著水準。 4.資優生之背景變項中包括年級、出生序、資優手足、手足性別、父母親教育程度六個變項在手足關係上之差異皆未達顯著水準;不同性別的資優生在手足關係上的差異達顯著水準。 5.國小資優生親子互動關係與手足互動關係達顯著正相關。 6.國小資優生之親子互動關係對手足關係有預測的作用。 最後,根據上述之研究結果作進一步的討論,並提出實務及研究上之建議做為參考。
Based on the performance of average elementary gifted students, the study explored the interaction of gifted students between their parents and their siblings. The purpose of this study was trying to understand: (1) elementary gifted students’ parental relationship; (2) elementary gifted students’ sibling relationship; (3) correlation between parental and sibling relationships; (4) prediction of sibling relationship based on parental relationship. Collected questionnaires and relevant references were compiled to make “Elementary Gifted Students’ Parental Interaction Scale” and “Elementary Gifted Students’ Sibling Interaction Scale.” A total of 351 subjects, ranging from the 3rd and 6th grader in Taichung、Taichung county and Chunghua county, were also involved in this study. The outcome was further analyzed with Descriptive statistics、Independent samples t test、One-way ANOVA、Pearson correlation and Stepwise multiple regression. Major findings were listed as followed: 1. Elementary gifted students’ parental relationship had a positive impact , and perceptual interaction with maternal side scored higher than that with paternal side. 2. Elementary gifted students’ sibling relationship was positive. 3. Gifted student’s background variants, such as gender、grade、the order of birth、sibling、only child、parents’ educational background didn’t score significantly on parental relationship, whereas the sibling’s gender did. 4. Gifted student’s background variants, such as grade、the order of birth、sibling、parents’ educational background didn’t score significantly on sibling relationship, whereas the gifted student’s gender did. 5. Elementary gifted students’ parental and sibling relationships have significant positive correlation. 6. Parental interaction of elementary gifted students influenced sibling relationship. Finally, further discussion and practical suggestions were also provided for reference.