A Survy Study on Early-entrance Gifted Elementary Students Life Adjustment

• Main Authors: Chen Wen-hsiang, 陳文香
• Other Authors: 王木榮
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/04475613811417763780

碩士 === 國立臺中教育大學 === 特殊教育學系碩士班 === 95 === The purpose of this study was understanding the life adjustment of gifted students who entered primary school ahead of time in Taichung City from academic year 2001 to 2005, and investigating comments from their parents and teachers on early-entrance system. Effective samples totally included 34 students, 34 teachers and 34 parents. The study tools consisted of four parts：”Life Adjustment Questionnaire for Elementary students”, ”Quetionnaire for teachers of early- admission Gifted Children”, ”Questionnaire for Parents of Early-admission Gifted Children” , “Discipline Attitude Questionnaire for Parents”, which were developed by researcher, and “Life Adjustment Questionnaire for Primary Pupil” organized by Wu Hsin-huwa（1996b）. Both quantitative analysis and qualitative analysis were applied to the contents of the study. The data obtained was analyzed by descriptive statistics, t – test, Mann-Whitney U test and Kruskal-Wallis one-way analysis of variance by ranks. The results of the study were listed as follows: 1. Condition of life adjustment for early-entrance gifted children in Taichung City. （1）Students of Grade 1~ 3：13 gifted early-entrants performed excellently on life adjustment（percentile rank >75），3 gifted early-entrants belonged to the level of above average（percentile rank＝51~74），3 gifted early- entrants belonged to the level of behind average（percentile rank＝26~50），and 1 gifted early-entrants fell upon the lowest level（percentile rank＜25）. （2）Students of Grade 4~ 5：6 gifted early-entrants performed excellently on life adjustment（percentile rank >75），3 gifted early-entrants belonged to the level of behind average（percentile rank＝26~50），and 1 gifted early-entrants fell upon the lowest level（percentile rank＜25）. 2. There were no significant differences in overall life adjustment performance and every aspects of life adjustment performance between early- entrance gifted children and regular students. 3. The difference of life adjustment performance among early-entrance gifted children with different background：（1）There was significant difference between early-admission girls and boys in Grade 1 ~3, and girls out performed boys in two aspects – “Personal Adjustment” & ”Overall Adjustment”；however, there were no significant differences in each aspects of life adjustment between girls and boys in Grade 4~5. （2）There were no significant differences in each aspect of life adjustment among early-entrance gifted children in different grades.（3）There was significant difference between early entrants with different family social-economic status in Grade 1 to Grade 3. Early- entrants with high family social- economic status out performed students who were from middle rank of family social-economic status；as for Grade 4 and Grade 5，there were no significant differences in every aspect of life adjustment scale between students with different family background. 4. The results of teachers and parents’ assessment on gifted students’life adjustment. （1）Teachers’ assessment showed that 79.4% of early-entrance gifted children performed well in life adjustment, and 20.6% do not performed well. Teachers thought most early-entrants did very well in academic performance, but some early-entrants were not as mentally mature as their peers, and were confronted with social adjustment problem. （2）Parents’ assessment indicates that 76.5% of early-admisson gifted children adjusted well and 23.5% adjusted not so well. 5. Comments on early-entrance system from teachers and parents （1）The main reasoned that most parents decided to let their children enter elementary school ahead of time was “Children were as mature as older children in body and mind.” （2） 47.10% of parents ever consulted educational professionals or others about this issue before making a decision. （3）In terms of qualification for entering school ahead of time, most teachers put “stability of social emotion” on top of the list. （4）Most teachers and parents thought gifted children of early – entrance should be provided with “ Curriculum Enrichment Program for Gifted Children. （5）On the perspective of early-entrance system, teachers and parents held different opinions . Only 44.5% of teachers supported it, while 94.10% of parents held supporting ground . Parents reasoned that education system should be more flexible for gifted children with strong desire for learning . （6）Both parents and teachers suggested that the government should do the job of screening and identification well in order to identify true gifted children. Based on the results above, this study ended with submitting suggestions to the educational administrative departments, teachers, parents and future researchers。