| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 94 === The Prediction of Self-Efficacy and Social-Support on Emotional Adjustment for Gifted and Talented Students
BI-RU YU
ABSTRACT
The purpose of this research is focused on the prediction of self-efficacy and social-support on emotional adjustment of gifted and talented junior high school students. The research target audience is based on 629 gifted and talented students of 12 junior high schools in Taipei. The three applied tools include “Social-Support Scales”, “Self-Efficacy Scales”, and “Emotional Adjustment Scales”. This paper uses questionnaire investigation for data collection; furthermore, uses statistical calculation methods like “average”, “standard deviation”, “one-way MANOVA” and “multiple regression analysis” for data analysis. The research results are as follows:
1. The performance of gifted and talented junior high school students on “self-efficacy”, “social-support” and “emotional adjustment” is:
Self-efficacy of gifted and talented junior high school students is at the junior high to high level, among which, positive self-efficacy is considerably high. The source of social-support is mainly from family. The type of support is mostly informative support. The emotional adjustment level of gifted and talented junior high school student is at the junior high to high level, among which emotional observation is the best.
2. The difference of various sex groups on “self-efficacy”, “social-support” and “emotional adjustment” is:
There is no sex variation to positive self-efficacy, but there is obvious variance in negative self-efficacy. Negative self-efficacy of girls is higher than boys. There is noticeable difference in various types of social-support, where peer support for girls is higher than boys. The instrumental support for girls is apparently higher than boys. In emotional adjustment, the emotional limits of boys are scored higher than girls.
3. The effect of different gifted and talented student groups on “self-efficacy”, “social-support” and “emotional adjustment” is:
On the self-efficacy of gifted and talented students, there is apparent difference among various gifted and talented student groups. On social-support level, there is no apparent difference on family social-support. However, peer and teacher social-support has reached noticeable standards among the various gifted and talented student groups. As for the emotional observation and management, there is no significant difference in the various gifted and talented student groups, but in emotional limit and expression, there exists variance among the various gifted and talented student groups.
4. The prediction of “self-efficacy” and “social-support” on emotional adjustment of junior high school gifted and talented students is:
〈1〉The prediction of self-efficacy and social-support on emotional adjustment of the different target audience is:
There are two degrees of self-efficacy (positive and negative) and three types of social-support (family support, peer support, and teacher support) based on three different target audience.
〈2〉The Prediction is based on the two degrees of self-efficacy (positive and negative) and three types of social-support (informative support, instrumental support, and emotional support), among which, positive self-efficacy is the most effective prediction of emotional adjustment.
Finally, this paper proposed some recommendation according to the conclusion and research report as reference for gifted and talented education workers and schools when promoting gifted and talented education.
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