國中資賦優異學生過度激動特質與生活壓力及生活適應之關係研究

本研究旨在探討國中資優生的過度激動特質、生活壓力與生活適應間的關係。抽取大台北地區（台北市、新北市、基隆市）國中資優資源班學生共236人為研究對象，並以「我的特質量表(Ⅱ)」、「國中生生活壓力量表」與「中學生生活壓力量表」為研究工具進行調查。問卷調查所得之資料以SPSS22.0套裝軟體經由描述性統計、t考驗、Pearson積差相關、逐步多元迴歸等方式進行統計分析，以回答本研究之研究問題。本研究之結論如下：一、國中資優生在過度激動特質上以智能過度激動最為明顯；在心理動作過度激動上男生高於女生達顯著差異；在年級上則無顯著差異。二、國中資優生在生活壓力上以學校生活壓力最高；在學校生活壓力與身心發展壓力上女生高於男生達顯著差異；在年級上則無顯著差異。三、國中資優生在生活適應上以社會適應表現最為優良；在性別與年級上則無顯著差異。四、 1.心理動作過度激動僅與生活壓力中的同儕人際壓力達到顯著相關，在生活適應中除了家庭適應外，與其餘分量表皆達顯著相關。 2.感官過度激動在生活壓力中，除了家庭生活壓力外，與其餘分量表皆達顯著相關，在生活適應中，除了家庭適應、人際關係外，與其餘分量表皆達顯著相關。 3.智能過度激動僅與生活壓力中的同儕人際壓力達到顯著相關，與生活適應各分量表皆達顯著相關。 4.想像過度激動僅與生活壓力中的同儕人際壓力達到顯著相關，與生活適應各分量表皆達顯著相關。 5.情緒過度激動與生活壓力各分量表皆達顯著相關，但僅與生活適應量表中的社會適應與自我意識達到顯著相關。 6.家庭生活壓力與學校生活壓力皆與生活適應各分量表達到顯著相關。 7.同儕人際壓力與生活適應中的自我定向、家庭適應、人際關係、工作適應達到顯著相關。 8.身心發展壓力除了與生活適應中的社會適應外，與其餘分量表皆達顯著相關。五、智能過度激動、身心發展壓力與想像過度激動能預測國中資優生之生活適應表現。最後，研究者根據研究結果與發現，提出具體建議供特殊教育與輔導工作及未來之研究參考。

關鍵字

資優生；過度激動特質；生活壓力；生活適應

並列摘要

The purpose of this study were to investigate the relationship among overexcitability (OE) traits , life stress and life adaptation of junior high school gifted students. The 236 gifted students in Greater Taipei area were analyzed with “The Me Scale II”, “Life Stress Inventory for Junior High school Student” scale, and the “Life Adaptation Scale for Junior High School Students” as tools. The results of this study are as followed: 1. Intellectual Overexcitability(TOE) of gifted students is evident from other OE traits. The boys are more outstanding than the girls on Psychomotor Overexcitability(POE). There are no significant differences between grade levels. 2. School-related stress is the most significant domain. The girls are higher than the boys on School-related stress and physical and mental development stress. There are no significant difference between grade levels. 3. Gifted students are excellent in society adaptation. There are no significant differences between genders and grade levels. 4. The correlationship among OE, life stress, and life adaptation. (1) POE is only correlated with peer interpersonal stress. Except for family adaptation, POE is correlated with other life adaptation subscale. (2) Sensual Overexcitability (SOE) correlated with stress-related subscales except for the family-related stress subscale. Except for the family adaptation and society adaptation subscales SOE is correlted with other life adaptation subscales. (3) Intellectual Overexcitability (TOE) is correlated with peer interpersonal stress and also correlated with all of the subscales in "Life Adaptation Scale for Junior High School Students". (4) Imaginational Overexcitability(MOE) is only correlated with peer interpersonal stress as well as correlated with all of the subscales in "Life Adaptation Scale for Junior High School Students". (5) Emotional Overexcitability (EOE) is correlated with all of the subscales in " Life Stress Inventory for Junior High school Student" and as well as self-awareness and society adaptations. (6) Both family-related and school-related stresses are correlated with all of the subscales in "Life Adaptation Scale for Junior High School Students" (7) Peer interpersonal stress is correlated with self-direction, family, relationship, and work adaptations. (8) Physical and mental development stress is correlated with all life adaptation subscales except the society adaptation subscales. 5.Life adaptation performance of students could be predicted using TOE, physical and mental development stress, and MOE as variables.