| Summary: | 碩士 === 臺中師範學院 === 國民教育研究所 === 90 === ABSTRACT
This study aimed to explore the interaction of internal and external control and emotional intelligence between gifted and regular elementary school students, as well as the relationship between internal and external control and emotional ntelligence. There were 861 students in this study, from seven different elementary schools in central Taiwan. Subjects consisted of 4th and 6th gifted and regular students from each grade. The instruments used in this study were Internal-External Control Scale and Self-Report Scale of Children''''s Emotional Thinking. Data obtained were analyzed by using descriptive statistics, three-way ANONA, and Pearson correlation. The results were concluded as follows:
A. Regarding internal and external control scale.
1.In terms of the interaction of external control, luck and fate between gifted and regular students, the difference was significant.
2.In terms of the interaction of internal control and ability between gifted and regular students, the difference was also significant.
3.In terms of the interaction of endeavor between gifted and regular students, the difference was not significant. Endeavor didn''''t cause a change effect in spite of the difference in sex, grade and group.
B. Regarding emotional intelligence scale.
1.In terms of gender performance in this scale, boys, on the average, performed better than girls in emotional regulation. For the rest items on the scale, girls significantly performed better than boys except for two items on emotional reasoning and regulation in which the result appeared insignificant.
2.In terms of 6th and 4th graders'''' performance in this scale, 6th graders, on the average, performed better than 4th graders in emotional awareness, judgment, expression, regulation and reflection.
3.In terms of gifted and regular students'''' performance in this scale, regular students, on the average, performed better than gifted ones in emotional regulation. For the rest items on the scale, gifted students significantly performed better than regular ones except for the items on emotional regulation and motivation in which the result appeared insignificant.
4.In terms of different grade in which both gifted and regular students'''' performance in this scale, the interaction of self-emotional intelligence and interpersonal emotional intelligence was a significant level. The 4th gifted students significantly performed better than 4th regular ones.
5.In terms of the overall performance on internal and external control self-emotional intelligence, interpersonal emotional intelligence and emotional intelligence, the result indicated significant correlation in three aspects. One was 4th gifted girls'''' performance on external control and self-emotional intelligence. Another aspect came from 6th gifted boys'''' performance on internal control, self-emotional intelligence, interpersonal emotional intelligence and emotional intelligence. The other aspect was 6th gifted girls'''' performance on internal control, self-emotional intelligence and emotional intelligence.
|
|---|
