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題名：單一性別或男女合班：公立高中數理資優生的學業自我概念、性別刻板印象與心理健康
書刊名：教育研究與發展期刊
作者：李奕瑩／陸偉明 引用關係
作者(外文)：Li, Yi-ying／Luh, Wei-ming
出版日期：2015
卷期：11:4
頁次：頁79-108
主題關鍵詞：單一性別教育；單一性別環境；性別隔離；臺灣教育長期追蹤資料庫；Single-sex schooling；Single-gender environment；Sex-segregated；TEPS
原始連結：連回原系統網址new window
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單一性別教育是一個多所討論且值得關注的教育議題。本研究目的是以班級 性別環境為脈絡探討高中數理資優男女學生在自我概念、性別刻板印象與心理健 康之差異情形。本研究採用「臺灣教育長期追蹤資料庫」問卷資料，第三波及第 四波調查中之公立高中數理資優學生為樣本，計有效樣本為 525 人，女生共 179 人（女生班 72 人），男生共 346 人（男生班 104 人）。研究結果發現：一、在 控制第三波數學成績後，數理資優女生在單一與混合性別環境之學業自我概念未 達顯著差異。二、在控制第三波數學成就後，數理資優男生於單一性別環境之學 業性自我概念顯著高於混合性別環境。三、數理資優男、女生於單一與混合性別 環境與學習的性別刻版印象未達顯著關聯。四、在控制第四波數學成就後，數理 資優男、女生在單一與混合性別環境之心理健康皆未達統計上之顯著差異。本研 究將依據上述研究結果提出相關結論與建議以供參考。
The choice of single-sex or co-ed classes is an issue to be discussed frequently. The main purpose of this study was to investigate the difference between environmental factors (single-sex or co-ed classes) on the academic self-concept, gender stereotype and mental health, respectively, for gifted students in public senior high schools in Taiwan. Totally 525 students were selected from Taiwan Education Panel Survey (TEPS), 179 girls (72 female students from single-sex classes) and 346 boys (104 male students from single-sex classes). The main findings of this study are as follows: 1. Controlling for wave 3 mathematics performance, no significant difference was found in female students between single-sex and co-ed classes on academic self-concept. 2. Controlling for mathematics performance, male students from single-sex classes had signif icantly higher scores in academic self-concept than that from co-ed classes. 3. No significance was found in the gifted high school students between single-sex and co-ed classes) on gender stereotype. 4. Controlling for wave 4 mathematics performance, no significant difference was found between single-sex and co-ed classes on mental health. According to the above findings, some suggestions and implications for educators were also proposed.
期刊論文
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3.Marsh, Herbert W.、Smith, Ian D.、Marsh, Margaret、Owens, Lee(1988)。The transition from single-sex to coeducational high schools: Effects on multiple dimensions of self-concept and on academic achievement。American Educational Research Journal，25(2)，237-269。  new window
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5.郭靜姿、林美和、胡寶玉(20060300)。女性資優生在工作或學業上的助力、阻力、因應及轉變。教育研究月刊，143，41-56。new window  延伸查詢new window
6.王雅玄(20141200)。如魚得水？科技女性成功論述之研究。教育科學研究期刊，59(4)，137-164。new window  延伸查詢new window
7.林淑美(19930200)。比較高中男女合班,男女分班合校和男女分校對學生心理成長上的影響。輔導月刊，29(1/2)，34-42。  延伸查詢new window
8.張歆祐、郭麗安(20001200)。高中生對男女合班之認知與態度研究。測驗與輔導，163，3421-3424。  延伸查詢new window
9.陳婉琪(2013)。高中生選組行為的原因與結果：性別、信念、教師角色與能力發展。台灣社會學，25，89-123。new window  延伸查詢new window
10.Bigler, R. S.、Signorella, M. L.(2011)。Single-sex education: New perspectives and evidence on a continuing controversy。Sex Roles，65(9/10)，659-669。  new window
11.Coffee, K.、Raucci, C.、Gloria, C.、Faulk, K.、Steinhardt, M.(2013)。Perceptions of adolescent wellness at a single-sex school。International Journal of Health Promotion and Education，51(6)，300-311。  new window
12.Fabes, R. A.、Pahlke, E.、Martin, C. L.、Hanish, L. D.(2013)。Gender-segregated schooling and gender stereotyping。Educational Studies，39(3)，315-319。  new window
13.Garduño, E. L. H.(2001)。The influence of cooperative problem solving on gender differences in achievement, self-efficacy, and attitudes toward mathematics in gifted students。Gifted Child Quarterly，45(4)，268-282。  new window
14.Halpern, Diane F.、Eliot, L.、Bigler, R. S.、Fabes, R. A.、Hanish, L. D.、Hyde, J.、Liben, L. S.、Martin, C. L.(2011)。The pseudoscience of single-sex schooling。Science，333(6050)，1706-1707。  new window
15.Lee, V. E.、Marks, H. M.、Byrd, T.(1994)。Sexism in single-sex and coeducational independent secondary school classrooms。Sociology of Education，67(2)，92-120。  new window
16.Pahlke, E.、Hyde, J. S.、Allison, C. M.(2014)。The effects of single-sex compared with coeducational schooling on students' performance and attitudes: A meta-analysis。Psychological Bulletin，140(4)，1042-1072。  new window
17.Pahlke, E.、Hyde, J. S.、Mertz, J. E.(2013)。The effects of single-sex compared with coeducational schooling on mathematics and science achievement: Data from Korea。Journal of Educational Psychology，105(2)，444-452。  new window
18.Sax, L.(2005)。The promise and peril of single-sex public education。Education Week，24(25)，34-35。  new window
19.Shapka, J. D.、Keating, D. P.(2003)。Effects of a girls-only curriculum during adolescence: Performance, persistence, and engagement in mathematics and science。American Educational Research Journal，40(4)，929-960。  new window
20.Signorella, M. L.、Hayes, A. R.、Li, Y.(2013)。A meta-analytic critique of Mael et al.'s (2005) review of single-sex schooling。Sex Roles，69(7/8)，423-441。  new window
21.Spencer, S. J.、Steele, C. M.、Quinn, D. M.(1999)。Stereotype threat and women's math performance。Journal of Experimental Social Psychology，35(1)，4-28。  new window
22.Ward, S. F.(2012)。Boys & girls together? Courts deal with a push to end co-edclasses。American Bar Association Journal，98(12)。  new window
23.Sullivan, A.(2009)。Academic self concept, gender and single sex schooling。British Educational Research Journal，35(2)，259-288。  new window
24.Van de gaer, E. V. D.、Pustjens, H.、Damme, J. V.、Munter, A. D.(2004)。Effects of single sex versus co educational classes and schools on gender differences in progress in language and mathematics achievement。British Journal of Sociology & Education，25(3)，307-322。  new window
25.于曉平(20050900)。高中數理資優女生選擇進入基礎科學科系之歷程研究。特殊教育研究學刊，29，337-361。new window  延伸查詢new window
26.李明昆、江新合(200006)。國民中學學生科學素養之研究--以垃圾焚化爐議題為例。科學與教育學報，4，3-20。  延伸查詢new window
27.洪儷瑜(1985)。資優女性的低成就及其輔導。資優教育，16，26-29。  延伸查詢new window
28.郭靜姿(20000600)。談資優學生的特殊適應問題與輔導。資優教育，75，1-6。  延伸查詢new window
29.Correll, Shelley J.(2001)。Gender and the career choice process: The role of biased self-assessments。American Journal of Sociology，106(6)，1691-1730。  new window
30.Mael, F. A.(1998)。Single-sex and coeducational schooling: Relationships to socioemotional and academic development。Review of Educational Research，68(2)，101-129。  new window
31.Morawska, A.、Sanders, M. R.(2008)。Parenting gifted and talented children: what are the key child behaviour and parenting issues?。Australian and New Zealand Journal of Psychiatry，42(9)，819-827。  new window
32.Olszewski-Kubilius, P. M.、Kulieke, M. J.、Krasney, N.(1988)。Personality dimensions of gifted adolescents: A review of the empirical literature。Gifted Child Quarterly，32(4)，347-352。  new window
33.Pietsch, J.、Walker, R.、Chapman, E.(2003)。The relationship among self-concept, selfefficacy, and performance in mathematics during secondary school。Journal of Educational Psychology，95(3)，589。  new window
34.Hedges, L. V.、Nowell, A.(1995)。Sex differences in mental test scores, variability, and numbers of high-scoring individuals。Science，269(5220)，41-45。  new window
35.Miller, D. G.、Kastberg, S. M.(1995)。Of blue collars and ivory towers: Women from blue-collar backgrounds in higher education。Roeper Review: A Journal on Gifted Education，18(1)，27-33。  new window
36.Gross, James J.(2002)。Emotion regulation: Affective, cognitive, and social consequences。Psychophysiology，39(3)，281-291。  new window
37.Shavelson, Richard J.、Hubner, Judith J.、Stanton, George C.(1976)。Self-concept: Validation of construct interpretations。Review of Educational Research，46(3)，407-441。  new window
38.Steele, C. M.、Aronson, J.(1995)。Stereotype threat and the intellectual test performance of African Americans。Journal of Personality and Social Psychology，69(5)，797-811。  new window
39.張學善、林旻良、葉淑文(20101100)。大學生情緒智慧、人際關係與自我概念之關係探究。輔導與諮商學報，32(2)，1-25。new window  延伸查詢new window
40.Enman, M.、Lupart, J.(2000)。Talented female students' resistance to science: An exploratory study of post-secondary achievement motivation, persistence, and epistemological characteristics。High Ability Studies，11(2)，161-178。  new window
41.Hollinger, C. L.、Fleming, E. S.(1988)。Gifted and talented young women: Antecedents and correlates of life satisfaction。Gifted Child Quarterly，32(2)，254-259。  new window
42.譚子文、董旭英(20100900)。自我概念與父母教養方式對臺灣都會區高中生偏差行為之影響。教育科學研究期刊，55(3)，203-233。new window  延伸查詢new window
43.王文科(19990600)。高中資賦優異學生家庭動力之研究。特殊教育學報，13，97-151。new window  延伸查詢new window
44.張毓仁、柯華葳、邱皓政、歐宗霖、溫福星(20110600)。教師閱讀教學行為與學生閱讀態度和閱讀能力自我評價對於閱讀成就之跨層次影響：以PIRLS 2006為例。教育科學研究期刊，56(2)，69-105。new window  延伸查詢new window
45.Peterson, J.、Duncan, N.、Canady, K.(2009)。A longitudinal study of negative life events, stress, and school experiences of gifted youth。Gifted Child Quarterly，53(1)，34-49。  new window
46.Atkinson, J. W.(1957)。Motivational Determinants of Risk-Taking Behavior。Psychological Review，64(6, Pt.1)，359-372。  new window
47.郭靜姿、林美和、胡寶玉(20031200)。高中資優班畢業女性之角色刻板知覺、生涯阻礙因素與潛能發揮自評。資優教育研究，3(2)，1-36。  延伸查詢new window
研究報告
1.楊孟麗、譚康榮、黃敏雄(2003)。台灣教育長期追蹤資料庫：心理計量報告：TEPS2001分析能力測驗。臺北市。  延伸查詢new window
2.Datnow, A.、Hubbard, L.、Woody, E.(2001)。Is single gender schooling viable in the public sector? Lessons from California's pilot program. Final report。Toronto, Ont：Institute for Studies in Education。  new window
學位論文
1.楊國隆(2006)。台北市高中女校學生休閒參與與憂鬱程度相關之研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
2.項樂琦(2008)。刻板印象威脅下的青少女：男性化特質對邏輯分析表現與信心的效果(碩士論文)。臺灣大學。  延伸查詢new window
3.林詩琪(2007)。單一性別環境對國中女生數學成就的影響(碩士論文)。國立政治大學。  延伸查詢new window
4.于曉平(2007)。高中數理資優女生性別角色、生涯自我效能與生涯發展之關聯及角色楷模課程實驗之影響研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.Feldhusen, J. F.(1986)。A conception of giftedness。Conceptions of giftedness。Cambridge, MA：Cambridge University Press。  new window
2.王文科、王宮田(1994)。資優生成年後之社會成就水準、生活適應及其相關因素之研究。國立高雄師範大學特殊教育中心。new window  延伸查詢new window
3.希拉蕊、鍾玉玨(2003)。活出歷史：希拉蕊回憶錄。臺北市：時報文化。  延伸查詢new window
4.Kerr, B. A.(1997)。Smart Girls: A new psychology of girls, women, and giftedness。Phoenix, AZ：Gifted Psychology。  new window
5.Sadker, M.、Sadker, D.(1994)。Failing atfairness: How our schools cheat girls。New York, NY：Touchstone。  new window
6.Riordan, C.、Faddis, B.、Beam, M.、Seager, A.、Tanney, A.、DiBiase, R.(2008)。Early implementation of public single-sex schools: Perceptions and characteristics。Washington, DC：U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service。  new window
7.吳昆壽(1999)。資賦優異兒童教育。臺南市：國立臺南師範學院特殊教育中心。  延伸查詢new window
8.Holland, Dorothy C.、Eisenhart, Margaret A.(1990)。Educated in Romance: Women, Achievement, and College Culture。Chicago, IL：The University of Chicago Press。  new window
9.Csikszentmihalyi, M.、Rathunde, K.、Whalen, S.(1993)。Talented teenagers: A longitudinal study of their development。Cambridge University Press。  new window
單篇論文
1.張苙雲(2008)。台灣教育長期追蹤資料庫：第三波學生問卷【原始數據】、第四波學生問卷【原始數據】，http://srda.sinica.edu.tw，(SRDAR012013008)。  延伸查詢new window
2.Mael, F.，Alonso, A.，Gibson, D.，Rogers, K.，Smith, M.(2005)。Single-Sex Versus Coeducational Schooling: A Systematic Review，US Department of Education。(Doc# 2005-01)。  new window
其他
1.NASSPE(2011)。Single-Sex Schools/Schools with Single-sex Classrooms/what's the difference?，http://web.archive.org/web/20090401113407/http://www.singlesexschools.org/schools-schools.htm， 。  new window
2.U. S. Department of Education(2008)。Early Implementation of Public Single-Sex Schools: Perceptions and Characteristics，http://www.ed.gov/about/offices/list/opepd/ppss/reports.html。  new window
圖書論文
1.Bigler, R. S.、Liben, L. S.(2006)。A developmental intergroup theory of social stereotypes and prejudice。Advances in child development and behavior。San Diego, CA：Elsevier。  new window
2.Benbow, C. P.、Lubinski, D.(1993)。Psychological profiles of the mathematically talented: Some sex differences and evidence supporting their biological basis。The origins and development of high ability。New York, NY：John Wiley and Sons。  new window
3.Davis, G. A.、Rimm, S. B.(1994)。Gifted education: Matching instruction with needs。Education of the gifted and talented。Boston, MA：Allyn and Bacon。  new window
4.Lubinski, D.、Benbow, C.、Morelock, M.(2000)。Gender differences in engineering and the physical sciences among the gifted: An inorganic-organic distinction。International handbook of giftedness and talent。Oxford, England：Pergamon。  new window
5.Robinson, N.、Reis, S.、Neihart, M.、Moon, S.(2002)。The social and emotional issues facing gifted and talented students: What have we learned and what should we do now。The Social and Emotional Development of Gifted Children: What Do We Know。Waco, TX：Prufrock。  new window
6.Marsh, H. W.(1993)。Academic self-concept: Theory, measurement, and research。Psychological Perspectives on the Self。Hillsdale, NJ：Erlbaum。  new window
7.陳皎眉(1996)。性別認同與性別角色。兩性關係。臺北：國立空中大學。  延伸查詢new window
8.Eccles, J. S.、Adler, T. F.、Futterman, R.、Goff, S. B.、Kaczala, C. M.、Meece, J. L.、Midgley, C.(1983)。Expectancies, values, and academic behaviors。Achievement and achievement motives: psychological and sociological approaches。W. H. Freeman and Company。  new window
9.蔡麗玲、王秀雲、吳嘉苓(20070000)。性別化的科學與科技。性別向度與臺灣社會。臺北：巨流。new window  延伸查詢new window
 
 
 
 
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