資優生過度激動特質與友伴關係之研究

Overexcitabilities and peer relationships of gifted students

林妙華(Miao-Hua Lin)

指導教授 ： 郭靜姿 博士

國立臺灣師範大學/教育學院/特殊教育學系/碩士(2002年)

摘要

本研究目的有三，旨在探討國小高年級資優生的過度激動特質、友伴關係，以及過度激動特質與友伴關係之相關情形。
研究方法方面，本研究對象取樣自台北市，包含126名資優生、1460名普通學生與4名教師。研究工具採用「我的特質」量表、社交測量提名問卷、「友誼知覺量表」，以及研究者所自編的訪談大綱，結合問卷調查與訪談法進行資料蒐集。
在統計方法上，以描述統計了解資優生的過度激動特質與友伴關係，以卡方檢定、t考驗、變異數分析考驗過度激動特質與友伴關係在不同自變項上的差異性，最後並以描述統計、卡方檢定，以及Pearson積差相關統計方法，結合訪談資料的分析，探討過度激動特質與友伴關係之相關。
本研究主要結果分述如下：
一、資優生的過度激動特質方面
（一）以國內的常模為參考依據時，資優生比普通學生有較多的人具有偏高的智能、想像和情緒過度激動特質。
（二）資優男生比資優女生有較高的心理動作（F＝6.119，p＜.05）與智能（F＝4.210，p＜.05）過度激動特質。
二、資優生的友伴關係方面
（一）資優男生較普通男學生受歡迎（χ²＝10.977，p＜.05），資優女生與普通女學生的受歡迎度未達顯著差異。
（二）資優生與同性別者互選為朋友的比例約.78，以其他資優生為朋友者的比例亦不低（.45）。
（三）不同性別資優生在友伴選擇類型上沒有差異（χ²＝2.346，p＞.05）。
（四）資優生的平均朋友數是2.82人（SD＝1.7）。
（五）資優生的平均朋友數沒有性別上的差異（t=-1.781，p＞.05）。
（六）資優生在聯合活動、欽慕、情感性、利他行為、親密性方面，皆顯示友誼品質頗佳。
（七）資優女生的友誼知覺在聯合活動（F=5.52，p＜.05）、利他行為（F=12.882，p＜.001）、親密性（F=9.659，p＜.01）方面高於資優男生，且其中聯合活動的友誼知覺亦呈現互選型資優生高於片面型的情形（F=7.851，p＜.01）。
三、資優生過度激動特質與友伴關係之間的相關情形
（一）「聰明」和「幽默風趣」等智能與想像過度激動特質，以及少部分的情緒過度激動特質表徵，皆有助於資優生在團體中受到正向提名。
（二）「愛管閒事」和「脾氣暴躁」等智能與情緒過度激動特質，以及少部分的心理動作過度激動特質表徵，是同儕負向提名資優生較重要的理由。
（三）感官（χ²=11.942，p＜.05）、想像（χ²=6.801，p＜.05）與情緒（χ²=10.864，p＜.05）過度激動特質得分中等的資優生，多為普通（感官過度激動）或受歡迎（想像、情緒過度激動）者，至於得分較高的資優生被忽略或拒絕的比例高於受歡迎者。
（四）不同等級過度激動特質資優生的友伴選擇類型沒有差異（p＞.05）。
（五）智能過度激動特質得分中等的資優生有較多的朋友，而得分較高者的朋友數量則比較少（χ²＝5.217，p＜.05）。
（六）感官過度激動特質與外在特徵的友誼知覺有低度正相關（r＝.205），與欽慕的友誼知覺則呈現負相關（r＝-.266）。
四、在四位資優生的訪談中，從受歡迎者在做錯事的自責、對死亡的關心、敏感於同學所說的話、強烈情緒的再現與起伏不定等特質的刻意隱蔽，以及受歡迎與被拒絕資優生在豐富情感、感同身受他人情緒與人際關係的重視等特質表現上的差異，可以發現情緒過度激動特質與資優生同儕關係的關係。

關鍵字

資優生 ； 過度激動 ； 友伴關係

並列摘要

The purposes of this study were to investigate the overexcitabilities (OEs) and peer relationships of 5th and 6th gifted students, and to explore the relationship between OEs and peer relationships.
Subjects include 126 gifted students, 1460 regular students, and 4 teachers in Taipei City. Data were collected by means of “The Me Scale”, sociometric nomination inventory, “The Friendship Perception Scale”, and the interview outline based on the reference.
For data analysis, descriptive statistics were used to investigate the OEs and the peer relationships, chi-square test, t-test, and ANOVA were to test the differences of independent variables in OEs and peer relationships. Besides Pearson correlation and the statistical methods mentioned above, qualitative data were recorded as detailed dialogue to explore the relationship between OEs and peer relationships.
The main findings of this research are as follows:
1.The number of gifted students exhibiting more TOE, MOE and EOE is more than regular students.
2.The male gifted students show more significant POE (F＝6.119, p＜.05) and TOE (F＝4.210, p＜.05) than female gifted students.
3.The male gifted students are more popular than regular male students (χ²=10.977，p＜.05), and the difference of popularity between female gifted students and regular female students is not significant.
4.The percentage of the gifted students nominating the same-sex friends mutually is .78, and the proportion of gifted students regarding other gifted as friends is not low (.45).
5.There is no gender difference in the friendship reciprocity of the gifted students (χ²=2.346, p＞.05).
6.The average amount of the gifted students’ friends is 2.82 (SD＝1.7).
7.There is no gender difference in the number of the gifted students’ friends (t＝-1.781, p＞.05).
8.Gifted students have good friendship qualities in terms of ‘association’, ‘admiration’, ‘affection’, ‘prosocial’, and ‘intimacy’.
9.The friendship qualities of female gifted students are better than male gifted students in ‘association’ (F＝5.52, p＜.05), ‘prosocial’ (F＝12.882, p＜.001), and ‘intimacy’ (F＝9.659, p＜.01). Besides, in ‘association’, gifted students with mutual nomination score higher than those with unilateral nomination (F＝7.851, p＜.01).
10.Those traits of TOE and MOE, such as intelligent, charming wit and humor, and a few characteristics of EOE can be factors contributing to the sociometric status of gifted students.
11.Those traits of TOE and EOE, such as busybody and irascible, and a few characteristics of POE are reasons that classmates don’t like gifted students.
12.Gifted students with medium SOE (χ²=11.942，p＜.05), MOE (χ²=6.801，p＜.05), and EOE (χ²=10.864，p＜.05) tend to have regular or good popularity, and those with higher SOE, MOE and EOE are likely to be neglected and rejected.
13.There are no differences among levels of OEs in the friendship reciprocity of the gifted students (p＞.05).
14.Gifted students with medium TOE have more friends, and those with higher TOE have less friends (χ²=5.217，p＜.05).
15.In terms of the correlation between OEs and friendship qualities, there is low positive correlation between SOE and ‘extracharacteristic’ (r＝.205), and low negative correlation between SOE and ‘admiration’ (r＝-.266).
16.According to the interview with 4 gifted students, the differences of the demonstration of EOE, in aspects of feelings of guilt, concern with death, complex emotions, strong affective memory, identification with others’ feelings, and sensitivity in relationships, between the popular and rejected gifted students show the unfavorable impact of EOE on peer relationship.

並列關鍵字

gifted student ； overexcitability ； peer relationship

參考文獻

Elaine, I. E. (1995). The overexcitability questionnaire: An alternative method for identifying creative giftedness in seventh grade junior high school students. Unpublished doctoral dissertation, Kent State University, Kent, OH.

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