國中資優班學生過度激動特質與自我效能之相關研究-以宜蘭縣為例

本研究旨在探討國中資優班學生過度激動特質與自我效能的相關性，採問卷調查的方式蒐集資料，研究對象為109學年度就讀於宜蘭縣國中資優班之所有學生，共計122位，研究採普查，共發放122份問卷，回收101份有效問卷份（有效回收率82.79%）。研究工具之調查量表共包含三部分：學生基本資料、我的特質量表（Ⅱ）以及中學生自我效能量表。學生的基本資料包括性別、就讀學校、年級、父母教育程度與職業的填寫，即代表本研究之四大背景變項。取得資料後以SPSS 22.0進行統計分析，分析方法包括：平均數、標準差、t考驗、單因子變異數分析、皮爾森積差相關，以及多元逐步迴歸分析。研究結論與討論如下所述：一、性別、地區、年級及家庭社經地位的個人背景變項對宜蘭縣國中資優班學生整體過度激動特質均無顯著差異，但若以過度激動特質各向度來分析，在感官愉悅、完美主義、想像力、情緒變異性四個向度的表現，女生明顯高於男生，具有顯著差異。另外，在生理激動向度上，國一學生顯著高於國三學生的表現，亦有顯著差異。二、性別、地區、年級及家庭社經地位的個人背景變項對宜蘭縣國中資優班學生整體與各向度的自我效能均無顯著差異。三、過度激動特質與自我效能呈現中度相關，宜蘭縣國中資優班學生過度激動特質與自我效能的相關係數為.53（p＜.01）。四、過度激動特質對自我效能的整體預測力達.27，代表能預測自我效能27.0％的變異量。過度激動特質分數的高低，可以預測自我效能的高低，十大向度中，心理激動對自我效能最具預測力，而情緒變異性則為負向預測因素。最後，依據上述研究結果，提出各項研究建議供教育、輔導工作及未來研究參考。

關鍵字

資優班學生；過度激動特質；自我效能

並列摘要

The purpose of this study is to investigate the correlation between the overexcitabilities (OE) traits and self-efficacy of the gifted students in the junior high school. The data was collected by questionnaire survey from all the gifted students in Yilan county junior high schools in the 109 academic year, a total of 122 students. 122 questionnaires were distributed to carry out the census. 101 valid questionnaires were retrieved (effective retrieval rate 82.79%). The survey scale of the research tool consists of three parts: “Basic Student Information”, “The Me Scale II”, and “Junior High Self-efficacy Scale”. The basic student information includes gender, school, grade, education and occupation of parents, which represent the four background variables. The data was examined by SPSS 22.0. The analysis methods include: Mean, Standard deviation, T-test, One-way ANOVA, Pearson correlation coefficient, and Multiple stepwise regression analysis. Results are as follows: 1. The personal background variables of gender, region, grade, and family socioeconomic status have no significant difference in the overall OE traits. However, the four OEs in “Sensory pleasure”, “Perfectionistic”, “Imagination”, and “Emotional stability” show significant difference that girls report higher scores than boys. In addition, the first grade students report significant higher score than the third grade in “Physiological” OE. 2. The personal background variables of gender, region, grade, and family socioeconomic status have no significant difference in the overall self-efficacy dimensions. 3. OE traits and self-efficacy are moderately correlated. The correlation coefficient is .53 (p<.01). 4. The predictability of OE traits on self-efficacy is up to .27, representing a 27.0% variation in predicting self-efficacy. The level of OE trait score can predict the level of self-efficacy. Among the ten OEs, “Psychological” OE is the most predictive of self-efficacy, while “Emotional stability” is a negative predictor. Finally, based on the results above, suggestions are provided for reference in education, counseling and future research.