普通班同儕對資優生人際知覺之研究

本研究主要採實驗研究法探討角色和性別因素對普通班同儕資優生人際知覺的影響，以台北市五年級資優生的普通班級同學為對象，以資優生與同儕互動之影片，及自編之「認識他人」人際知覺量表為研究工具，將研究對象隨機分派，接受不同的實驗處理後，探究實驗結果。研究分為兩部分，第一部分採等組後測實驗設計，以獨立樣本單因子變異數分析，探討是否告知影片主角為資優生對普通班同儕資優生人際知覺的影響；第二部分採2×2二因子實驗設計，以獨立樣本二因子變異數分析，考驗「自身性別」和「資優生性別」對普通班同儕資優生人際知覺的影響。結果發現，在角色因素的影響方面，普通班同儕對資優生認知特質的人際知覺，會因是否告知目標人物為資優生而有所不同，告知目標人物為資優生組比未告知組對影片主角認知特質的人際知覺得分高，但在情意、創造及社會特質方面，則無顯著差異。在性別因素的影響方面，對於資優生情意特質的人際知覺，「自身性別」和「資優生性別」的交互作用達顯著差異，女同學對於女性資優生情意特質的人際知覺顯著高於男同學，亦顯著高於對男性資優生的評價。至於在對資優生認知、創造及社會特質的人際知覺上，「自身性別」和「資優生性別」差異考驗未達顯著水準。

關鍵字

人際知覺；角色；性別；刻板印象；資優生；同儕關係

並列摘要

The purpose of this study was to explore the impact of gender on ordinary classmates' personal perception of their gifted peers, as well as the impact of whether or not the former knew that the targeted student was gifted. The study comprised two parts. First, a Posttest-Only Control Group Design was adopted in order to analyze the influence on ordinary students' personal perception of their gifted classmates, when the former were informed that a student seen on a videotape was gifted. Secondly, a Two-Factor Experimental Design was used to study the influence of gifted students' gender on their peers' perception of them. The subjects were fifth-graders from four elementary schools in Taipei. The major findings were as follows: (a) If his/her peers were informed in advance that the person appearing on the video was a gifted student, they rated this student higher on cognitive ability; (b) there was no significant difference with regard to the affective, creative and social domains of the peers' evaluation, whether the targeted student (on the video) was actually gifted; (c) female schoolmates rated female gifted students higher than males in the affective domain. Also the female classmates' affective perception score for gifted female students was higher than their score for gifted male students. However, as for the personal perception of cognitive, creative, and social domains, it was not affected by the gender of either the ordinary subjects or the gifted students.