臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：國小資優學生認知-情意交織特質介入方案成效之研究
書刊名：特殊教育學報
作者：王琡棻／盧台華
作者(外文)：Wang, Shu-fen／Lu, Tai-hwa
出版日期：2013
卷期：38
頁次：頁1-29
主題關鍵詞：國小資優學生；資優行為；認知-情意交織特質；認知-情意交織特質介入方案；Elementary gifted students；Gifted behaviors；Co-cognitive traits；Co-cognitive traits intervention program
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(0) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:15
  • 點閱點閱:49
本研究目的在探究認知－情意交織特質介入方案對提升國小資優學生認知－情意交織特質與資優行為之成效，係以187位國小資優生為受試對象，進行介入方案實驗研究。採用結構方程模式進行潛在變項共變數分析，以了解實驗處理對提升學生之認知－情意交織特質與資優行為之直接與間接效果。茲將研究發現分述如下：（1）認知－情意交織特質介入方案能有效提升國小資優學生整體認知－情意交織特質，其直接效果值為.23；（2）教師與學生均認為認知－情意交織特質介入方案能有效提升國小資優學生之整體資優行為表現，而實驗處理對教師評定與學生自評資優行為的直接效果值分別為.37與.13；（3）就資優行為各分量表而言，教師認為認知－情意交織特質介入方案可有效提升國小資優學生的語文表達、分析性思考、正向動機、創意思考、敏感性、快速學習、人際互動與情緒表達等各項資優行為，而對風趣幽默則無顯著效果；（4）國小資優學生認為認知－情意交織特質介入方案可有效提升其分析性思考、正向動機、創意思考、敏感性與情緒表達等各項資優行為，而對語文表達、風趣幽默、人際互動與快速學習則無顯著效果；（5）認知－情意交織特質介入方案之成效為先藉由提升學生之認知－情意交織特質，再進而提升其資優行為。
The main purposes of this study were to explore the effects of a self-designed co-cognitive traits intervention programon enhancing the co-cognitive traitsand gifted behaviors of the elementary giftedstudents. A hundred and eighty seven gifted students from various Kaohsiung Elementary Schoolswere selected as experimental subjects to participate in the co-cognitive traits intervention program. The main findings were as follows: (a) The co-cognitive traits intervention program could significantly enhance both the overall co-cognitive traits and the effect size was .23. (b) Both teachers and gifted students thought the co-cognitive traits intervention program could effectively improve gifted behaviors and the effect size were .37 and .13. (c) Teachers thought gifted students had positive performances on gifted behaviors. Among them, ”language expression, analysis thinking, positive motivation, creative thinking, sensitive, rapid learning, interpersonal relationship, emotional expression” were obviously shown but ”sense of humor” was the weaker one. (d) These gifted students believed that they presented positive performances on gifted behaviors. Among them, ”analysis thinking, positive motivation, creative thinking, sensitive, emotional expression” were obviously shown but ”language expression, sense of humor, interpersonal relationship, rapid learning” were the weaker. (e) The program effects showed that gifted students' gifted behaviors were increased after their co-cognitive traits improved.
期刊論文
1.Albaili, M. A.(2003)。Motivational goal orientations of intellectually gifted achieving and underachieving students in the United Arab Emirates。Social Behavior and Personality，31，107-120。  new window
2.Chan, D. W.(2005)。Emotional intelligence, social coping, and psychological distress among Chinese gifted students in Hong Kong。High Ability Studies，16，163-178。  new window
3.Hunsaker, S. L.(1994)。Creativity as a characteristic of giftedness: Teachers see it, then they don't。Roeper Review，17，11-15。  new window
4.Rohrer, J. C.(1995)。Primary teacher conceptions of giftedness: Image, evidence, and nonevidence。Journal for the Education of the Gifted，18，269-283。  new window
5.蘇素美、吳裕益(20081200)。害羞量表之修訂及其效度研究。教育與心理研究，31(4)，53-82。new window  延伸查詢new window
6.Renzulli, J. S.(2002)。Expanding the conception of giftedness to include co-cognitive traits and to promote social capital。Phi Delta Kappan，84(1)，33-58。  new window
7.陳雅玲(2004)。兩種狀元。商業週刊，870，88-102。  延伸查詢new window
8.Baslanti, U.、McCoach, D. B.(2006)。Gifted underachievers and factors affecting underachievement。Roeper Review，28，210-215。  new window
9.Copenhaver, R. W.、McIntyre, D. J.(1992)。Teachers' perceptions of gifted students。Roeper Review，14，151-153。  new window
10.Dresel, M.、Haugwitz, M.(2005)。The relationship between cognitive abilities and self-regulated learning: Evidence for interactions with academic self concept and gender。High Ability Studies，16，201-218。  new window
11.Guskin, S. L.、Peng, C-Y. J.、Simon, M.(1992)。Do teachers react to "multiple intelligences"? Effects of teachers' stereotypes on judgments and expectancies for students with diverse patterns of giftedness/talent。Gifted Child Quarterly，36，32-37。  new window
12.Hoekman, K.、McCormick, J.、Barnett, K.(2005)。The important role of optimism in a motivational investingation of gifted adolescents。Gifted Child Quarterly，49，99-110。  new window
13.Hunsaker, S. L.、Finley, V. S.、Frank, E. L.(1997)。An analysis of teacher nomination and student performance in gifted programs。Gifted Child Quarterly，41，19-24。  new window
14.Jarosewich, T.、Pfeiffer, S. I.、Morris, J.(2002)。Identifying gifted students using teacher rating scales: A review of existing instruments。Journal of Psychoeducational Assessment，20，322-336。  new window
15.Lee, S.、Olszewski-Kubilius, P.(2006)。The emotional intelligence, moral judgment, and leadership of academically gifted adolescents。Journal for the Education of the Gifted，30，29-67。  new window
16.Matthews, M. S.、McBee, M. T.(2007)。School factors and the underachievement of gifted students in a talent search summer program。Gifted Child Quarterly，51，167-181。  new window
17.McCoach, D. B.、Siegle, D.(2003)。The structure and function of academic self-concept in gifted and general education samples。Roeper Review，25，61-65。  new window
18.McCoach, D. B.、Siegle, D.(2003)。Factors that differentiate underachieving gifted students from high-achieving gifted students。Gifted Child Quarterly，47，144-154。  new window
19.Peterson, J. S.、Margolin, L.(1997)。Naming gifted children: An example of unintended reproduction。Journal for the Education of the Gifted，21，82-100。  new window
20.Rayneri, L. J.、Gerber, B. L.、Wiley, L. P.(2003)。Gifted achievers and gifted underachievers: The impact of learning style preferences in the classroom。Journal of Secondary Gifted Education，14，197-204。  new window
21.Renzulli, J. S.、Koehler, J. L.、Fogarty, E. A.(2006)。Operation Houndstooth intervention theory: Social capital in today's schools。Gifted Child Today，29(1)，14-24。  new window
22.Sankar-DeLeeuw, N.(2004)。Case studies of gifted kindergarten children: Profiles of promise。Roeper Review，26，192-207。  new window
23.Renzulli, J. S.(1978)。What makes giftedness? Reexamining a definition。Phi Delta Kappan，60，180-184+261。  new window
24.邱皓政(19971000)。態度測量與心理測驗發展與檢驗的新趨勢--結構方程模式（Structural Equation Modeling）的應用。世新大學學報，7，61-95。  延伸查詢new window
25.吳武典(20030900)。三十年來的臺灣資優教育。資優教育，88，1-5。  延伸查詢new window
學位論文
1.楊婉筠(2005)。國小資優生互同認知特質與問題解決態度之分析(碩士論文)。臺北市立教育大學，臺北市。  延伸查詢new window
2.顏巧怡(2009)。高中資優生與普通生認知--情意交織特質、正向支持環境及志願服務傾向之研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
3.邱郁芳(2008)。國小學生認知--情意交織特質、資優行為特質及自我效能之研究(碩士論文)。國立臺北教育大學，臺北市。  延伸查詢new window
4.Lacasse, M. A.(1999)。Personality types among gifted underachieving adolescents: A comparison with gifted achievers and non-gifted underachievers(博士論文)。York University，Toronto, Ontario, Canada。  new window
5.Sytsma, R. E.(2003)。Co-cognitive factors and socially-constructive giftedness: Distribution, abundance, and relevance among high school students(博士論文)。University of Connecticut，Storrs, CT。  new window
圖書
1.李乙明(2008)。數理資優學生社會資本之發展系列研究（I）--千鳥格經緯系統的建構及其內涵向度之發展。97 年度數理特殊教育學門專題研究計畫成果集。臺北市：國立臺灣師範大學。  延伸查詢new window
2.李乙明(2009)。數理資優學生社會資本之發展系列研究（I）--涵養知情意交織特質歷程之探究。98年度數理特殊教育學門專題研究計畫成果集。臺北市：國立臺灣師範大學。  延伸查詢new window
3.吳武典、張正芬(1990)。臺灣地區特殊教育暨殘障福利機構簡介。臺北市：臺灣師大特教中心。  延伸查詢new window
4.Daniels, S.、Piechowski, M. M.(2009)。Embracing intensity: Overexcitability, sensitivity, and the developmental potential of the gifted。Living with intensity: Understanding the sensitivity, excitability, and emotional development of gifted children, adolescent, and adults。Scottsdale, AZ：Great Potential Press。  new window
5.Clark, B.(2008)。Growing up gifted: Developing the potential of children at home and at School。Upper Saddle River, NJ：Pearson/Merrill Prentice。  new window
6.Dixon, F. A.(2008)。Cognitive development。Critical issues and practices in gifted education: What the research says。Waco, TX：Prufrock Press。  new window
7.Frasier, M. M.、Hunsaker, S. L.、Lee, J.、Mitchell, S.、Cramond, B.、Krisel, S.、Finley, V. S.(1995)。Core attributes of giftedness: A foundation for recognizing the gifted [Monograph No. 95210]。Storrs, CT：National Research Center on the Gifted and Talented。  new window
8.Gardner, H.、Krechevsky, M.、Sternberg, R. J.、Okagaki, L.(1994)。Intelligence in context: Enhancing students' practical intelligence for school。Classroom lesson: Integrating cognitive theory and classroom practice。Cambridge, MA：Bradford Books。  new window
9.Greene, M. J.(2002)。Career counseling for gifted and talented students。The social and emotional development of gifted children: What do we know?。Waco, TX：Prufrock Press。  new window
10.Renzulli, J. S.(2000)。What makes giftedness? Re-examining a definition。Notable selections in educational psychology。Guilford, CT：Dushkin。  new window
11.Renzulli, J. S.、Sytsma, R. E.(2008)。Intelligence outside the normal cure: Co-cognitive traits that contribute to giftedness。Critical issues and practices in gifted education: What the research says。Waco, TX：Prufrock Press。  new window
12.吳昆壽、梁仲容、蘇麗雲(2006)。資優行為觀察量表。臺北市：教育部。  延伸查詢new window
13.McCarney, S. B.、Anderson, P. D.(1998)。The gifted evaluation scale: Technical manual。Columbia, MO：Hawthorne Educational Services。  new window
14.Renzulli, J. S.、Reis, S. M.(1997)。The schoolwide enrichment model: A how-to guide for educational excellence。Creative Learning Press。  new window
15.Renzulli, J. S.、Smith, L. H.、White, A. J.、Callahan, C. M.、Hartman, R. K.、Westberg, K. L.、Sytsma, R. E.(2004)。Scales for rating the behavioral characteristics of superior students。Mansfield Center, CT：Creative Learning Press。  new window
16.Ryser, G. R.、McConnel, K.(2004)。Scales for identifying gifted students: Ages 5 through 18。Waco, TX：Prufrock Press。  new window
17.Terman, L. M.(1925)。Mental and physical traits of a thousand gifted children。Genetic studies of genius。Stanford, CA：Stanford University Press。  new window
18.Feist, G. J.(1999)。Personality in scientific and artistic creativity。Handbook of human creativity。New York, NY：Cambridge University Press。  new window
19.Dabrowski, K.(1964)。Positive disintegration。Boston, MA：Little Brown。  new window
20.Sternberg, R. J.(1996)。Successful intelligence。New York, NY：Simon & Schuster。  new window
21.Kerr, B. A.(1991)。A handbook for counseling the gifted and talented。Alexandria, VA：American Counseling Association。  new window
單篇論文
1.Sytsma, R. E.，Renzulli, J. S.，Berman, K. B.(2002)。Operation Houndstooth: The Co-Cognitive Factors Scales，Storrs, CT：The National Research Center on the Gifted and Talented。  new window
其他
1.特殊教育通報網(2010)。特殊教育統計，http://www.set.edu.tw/sta2。  延伸查詢new window
2.趙德國，蔡言厚，馮用軍，王凌峰，劉明(2010)。中國高考狀元調查報告，http://www.cuaa.net/alumni/news/news。  延伸查詢new window
圖書論文
1.Renzulli, J. S.(1986)。The three-ring conception of giftedness: A developmental model for creative productivity。Conceptions of giftedness。New York：Cambridge University Press。  new window
2.Renzulli, J. S.(2003)。Conception of giftedness and its relationship to the development of social capital。Handbook of gifted education。Boston：Allyn and Bacon。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關書籍
 
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：1184（臺灣：1177，外國：7） ／ 本年度總使用人次：1669892 ／ 訪客人次（自102年09月）：67483492
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上