國小資優生與一般生的人際關係與幸福感之研究

Comparison between Gifted and Non-gifted Students on Personal Relationship and Sense of Well-being

沙江瀅(CHIANG-YING SHA)

指導教授 ： 蔡嫦娟

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2018年)

摘要

資優生在心智的發展是優於同儕，現今我國國小資優教育採分散式編班，亦即在資優教學時間才抽離原班，所以大部分時間與原班一般生參與活動。本研究採問卷調查法，以台中市兩所國民小學的一般智能資優生103人，及遴選出與資優生條件相當的一般生103人為研究對象，總計發出問卷共206份，回收有效問卷188份，運用成對t檢定與pearson相關分析。人際關係分為「師長關係」、「家人關係」、「同儕關係」三向度，幸福感分為「自我滿意」、「生活滿意」、「情緒感受」、「心理健康」四向度，分析人際關係與幸福感的差異與相關，其結果如下: 運用成對t檢定分析後發現資優生與一般生之人際關係與幸福感，並無顯著差異；運用pearson相關分析，發現在人際關係的向度對應幸福感的向度均有顯著差異，在相關係數中「師長關係」對應「情緒感受」較其他向度緊密，「家人關係」對應「生活滿意」較其他向度緊密，「同儕關係」對應「情緒感受」較其他向度緊密。「師長關係」、「家人關係」、「同儕關係」對應「自我滿意」顯示較其他向度不緊密。

關鍵字

資優生 ； 幸福感 ； 人際關係

並列摘要

Gifted students are better than their peers in the development of their minds. Nowa¬days, gifted classes are only separated from the original class in the time of gifted teaching. Therefore, the most time of gifted students are in original class. . This study adopts the questionnaire survey method, with 103 general intelligent gifted students from two national primary schools in Taichung City, and 103 non-gifted students were selected with the same conditions as gifted students. A total of 206 questionnaires were sent out, and 188 valid questionnaires were collected. , using Paired-Sample t-test and Pearson Correlation Analysis. personal relationship is divided into three dimensions: "teacher relationship", "family relationship" and "peer relationship". The sense of well-being is divided into "self-satisfaction", "satisfaction of life", "emotional felling" and "mental health". The differences between personal relationships and the sense of well-being are related. The results are as follows: After using the paired t-sample t-test analysis, there is no significant difference in the personal relationship and the sense of well-being between gifted students and none-gifted students .Using Pearson correlation analysis, the relationship in personal relationship and well-being is found. There is a significant difference in the degree in personal relations to the sense of well-being. In the correlation coefficient, the relationship between "teacher relationship" corresponds to "emotional feeling" is closer than that of other dimensions. "Family relationship" corresponds to "satisfaction of life" is more closely related to other dimensions. "personal relationships" corresponds to "emotional feelings" is closer than other dimensions. The "self-satisfaction" between "teacher relationship", "family relationship" and "peer relationship" is not closely related to other dimensions.

並列關鍵字

gifted student ； personal relationships ； sense of well-being

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