Study Of The Relationships Between Learning Style And Learning Adjustment Among Gifted Junior High School Students

• Main Author: 黃佩儀
• Other Authors: 蔡典謨
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/98933722960944741020

碩士 === 國立高雄師範大學 === 特殊教育學系 === 92 === Study Of The Relationships Between Learning Style And Learning Adjustment Among Gifted Junior High School Students. Abstract The purpose of this study was to explore the relationships between learning style and learning adjustment among gifted junior high school students. To attain the purpose of this study, the researcher went through literature on the subject to know its theory and some investigations that frames this study. Furthermore, in empirical study, the researcher looked for good fit research instruments which were revised“Dunn＆Dunn Learning Style Inventory”and“Learning Adjustment Inventory”. Thus, the method of survey was employed in this study and the subjects were 186 eighth grade gifted junior high school students in Kaohsiung city. The data collected were analyzed by descriptive statistics and through Multi-Variate Analysis; and by means of such statistical methods this study finds the discrepancies in learning style and learning adjustment among gifted junior high school students. In addition, this study aimed at 18 superior grades and 18 inferior grades of learning adjustment of gifted junior high school students to inquiry the diversity of learning style preferences in depth by half structure interview, and then probed into the causal factors. The main findings of this study were summarized as follows﹕ 1.Gifted junior high school students’ learning style preferences: reading under bright light, reading in front of desk, having stronger learning motives, holding learning responsibility, studying with peer, taking visual learning , retaining material to learn , and dynamic learning. 2.Gifted boys have more preference for mobility than gifted girl; comparatively, gifted girls hold more learning responsibility than gifted boys. 3.Gifted girls’ learning adjustment outscored gifted boys’ in learning methods and learning habits. 4.For gifted junior high school students, the statistically significant differences of learning style preferences between superior grades and inferior grades in learning adjustment were found: learning motive, learning persistence, learning responsibility, structure, visual learning ,intake, mobility. 5.The causes of relationships between learning style and learning adjustment are as below﹕ (1)The motive of superior-grades gifted students is stimulated by inner spontaneousness, but these of inferior-grades gifted ones are stimulated by outer lures. (2)The difference of learning persistence between superior-grades gifted students and inferior-grades gifted ones is affected by factors such as environment, learning independence, body condition, time management, support of authoritative personage. (3)The difference of structure preference between superior-grades gifted students and inferior-grades gifted ones is affected by factors such as learning independence, ability of adaptation, whether relying on the past experiences. (4)The stronger visual preference of superior-grades gifted students is affected by the learning method,attention and emotion. (5)The intake preference of inferior-grades gifted students is affected by factors such as habitus and pressure. (6)The difference of mobility between superior-grades gifted students and inferior-grades gifted ones is affected by factors such as learning habitus, environment, familiar with learning resources, stability of sentiments. Based on the results of this research, this study also provides some suggestions for the educators, parents and the future researchers. Keywords：learning style, learning adjustment, gifted junior high school students.