資賦優異兒童自我觀念特質的分析

The Self Concept Characteristics of Chinese Gifted Students

盧欽銘(Ching-Ming Lu)

《教育心理學報》 15期 (1982/06) Pp. 111-126

https://doi.org/10.6251/BEP.19820601.8

摘要

本研究藉資優班與普通班學生自我觀念測驗分數的比較，分析我國資赋優異兒童實驗班學生的自我觀念特質。樣本包括資優班學生420人，普通班學生464人，均抽取自臺北市西門國小、市立師專附小、中山國小、忠孝國中、大同國中、臺北縣埔墘國小、江翠國中等七所學校。學生在上課教室接受修訂田納西自我觀念測驗，測驗分數包括總自我、生理自我、倫理自我、心理自我、家庭自我、社會自我、自我認定、自我接受、及自我行動等九項特質分數。以此九項分數為依變項，班别、性别及年級為自變項進行多因子設計變異數分析及趨向分析，結果顯示：
1.我國資優班學生的自我觀念特質，沒有普通班學生的自我觀念積極和肯定。
2.我國男資優兒童的自我觀念特質，沒有女資優兒童的自我觀念積極和肯定。
3.我國各年級資優班學生自我觀念特質差異，除了倫理自我和心理自我外，均不顯著。
4.我國各年級資優班學生倫理和心理自我觀念特質呈一次趨向，前者逐年遞升，後者逐年遞降。

並列摘要

This study investigated the self concept characteristics of Chinese gifted students and average students. 420 gifted students and 464 average students from four elementary schools and three junior high schools were selected as subjects.
The revised Tennessee Self Concept Scale was administered to the subjects in the regular chass settings. This study treated the scaled scores of self concept scale as criteria, class, sex, and grade levels as independent variables, the factorial analysis of variance showed:
1. The self concept characteristics of the gifted students are less positive than those of the average students.
2. The self concept characteristcs of the female gifted student are more positive than those of the male gifted students.
3. The straight regression lines are the good fit to the scores of ethical self, and personal self predicated by the grade levels of the gifted students.