國中資優學生人格特質、壓力調適與其相關因素之研究

The Study of Personality Traits, Stress Adaptation and Related Factors of Gifted Students in Junior High School

孫瑜成(Yu-Cheng Sun) ； 王文科(Wen-Ke Wang)

《特殊教育學報》 22期 (2005/12) Pp. 1-33

https://doi.org/10.6768/JSE.200512.0001

摘要

本研究旨在探討國中資優學生的人格特質、壓力調適及其相關因素之概況，並分析不同人格類型及背景變項在壓力調適上之差異及預測情形。本研究以台灣地區國中一般智能優異學生為調查對象。研究者採用自編之「國中學生壓力調適量表」和「賴氏人格測驗」為研究工具。量表調查所得之資料以描述性統計、多變量變異數分析、單變量變異數分析、因素分析、積差相關、典型相關和逐步迴歸分析等方法加以統計分析後，有以下發現：
一、國中資優學生的人格特質以正向特質的C型和D型人格為主，其次為負向特質的B型和E型人格；其主要壓力來源以「學業壓力」為主，其次為「自我期許壓力」；其最常使用的壓力因應方式以「理性應對」為主，其次為「穩定情緒」。
二、根據研究結果發現，具有正向人格特質的國中資優學生對壓力感受程度較低，且較常使用正向壓力因應方式去面對壓力；具有負向人格特質的國中資優學生則對壓力感受程度較高，且較常使用負向壓力因應方式去處理壓力。
三、不同人格類型及背景變項的國中資優學生在壓力調適上之差異分析方面，就單因子多變量變異數分析結果可知，國中資優學生的「壓力感受程度」在不同人格類型、年級、班級型態和地區上有主要效果；而「壓力因應方式」則在不同人格類型、性別、班級型態和地區上有主要效果。
四、不同壓力感受程度的國中資優學生在壓力因應方式上之差異分析方面，二因子單變量變異數分析僅在「壓力感受程度×國小教育安置型態」和「壓力感受程度×家庭社經地位」上有交互作用；就單因子多變量變異數分析結果而言，國中資優學生的「壓力因應方式」在不同壓力感受程度、地區、年級、性別和班級型態上有主要效果。
五、根據研究結果發現，國中資優學生壓力感受程度與壓力因應方式之間有顯著的相關及典型相關存在。其中，壓力感受程度較低的國中資優學生傾向使用正向的壓力因應方式；壓力感受程度較高的國中資優學生傾向使用負向的壓力因應方式。
六、人格類型、年級、性別、班級型態、地區及國小教育安置型態對國中資優學生的壓力感受程度和壓力因應方式有預測力。

關鍵字

資優學生 ； 人格特質 ； 壓力調適

並列摘要

The purpose of this study was, firstly, to investigate personality traits, stress adaptation, and related factors of gifted students in junior high school. Secondly, it was to analyze the difference in stress adaptation between personality types and background variables and make predictions as well. The instruments were self-developed ”Stress Adaptation of Junior High School Students Scale” and ”Lai Personality Scale” to collect data filled in by gifted students in Taiwan. All of the collected data were analyzed by descriptive statistics, MANOVA, ANOVA, factor analysis, Pearson correlation, canonical correlation and stepwise regression.
The results were found as following:
1. The gifted students' personality traits were mainly type C and type D (positive) and secondly type B and type E (negative). The main stressor of gifted students was ”schoolwork” and then ”self-expectation.” The way most frequently used to cope with stress by gifted students was ”rational coping” and then ”emotional calm.”
2. According to the results, gifted students with positive personality traits had lower stress perception and often used positive coping, while gifted students with negative personality traits had higher stress perception and often used negative coping.
3. By analyzing the difference in stress adaptation between personality types and background variables, personality types, grade, class type, and region of one-way MANOVA analyses had a main effect on stress perception. Moreover, personality types, gender, class type, and region of one-way MANOVA analyses had a main effect on stress coping.
4. By analyzing the difference in stress coping between stress perception and background variables, two-way ANOVA analysis showed that there was an interaction between placement of elementary school and family socioeconomic status. Furthermore, stress perception, grade, gender class type, and region of one-way MANOVA analyses had a main effect on stress coping.
5. Stress perception was significantly correlated with stress coping. Gifted students with lower stress perception often adopted positive stress coping, while gifted students with higher stress perception often adopted negative stress coping.
6. Based on personality types, grade, gender, class type, region, and placement of elementary school, the stress adaptation of gifted students was predictable.

並列關鍵字

gifted students ； personality traits ； stress adaptation

參考文獻

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