A Study of School Adjustment Problems and The Construction of Support Systems for Junior High School Students Who Are Gifted Underachievers.

• Main Authors: Chin-Chih HU, 胡金枝
• Other Authors: Tai-Hwa Lu
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/36460151930860856363

博士 === 國立臺灣師範大學 === 特殊教育學系 === 95 === A Study of School Adjustment Problems and The Construction of Support Systems for Junior High School Students Who Are Gifted Underachievers. Chin-Chih HU Abstract This study was focused on the school adjustment problems and the construction of support systems for junior high students who are gifted underachievers. Data were collected through questionnaires from 38 gifted underachievers, 34 teachers, 34 parents, and 36 school administrators and a in-depth interviews were from 9 gifted underachievers, 10 parents, 13 teachers and 8 school administrators. Based on the primary construction of support systems for the gifted underachievers from above data, the researcher chose Si-lo high school to implement an action research. Data collecting in the action research were narrative records, observation records, interviews, dialogues, reflection diaries, feedback questionnaires, school reports, and instruction diaries. The action research consisted of the following three main components（1）a science competition ; （2） a small group guidance activity（3） parental education workshops. Main findings were : 1.Gifted underachievers’school adjustment problems were diverse, such as lacking of learning motivation, negative interpersonal relationships, low self-confidence and self-esteem, incorrect learning methodologies, and learned helplessness. 2.Gifted underachievers’school support systems were insufficient, such as to enhancing learning motivation, providing teachers’creative teaching, giving counseling and guidance , rendering flexible curriculum, increasing acceptance, and providing parental education. 3.The constructed school support systems for the gifted underachievers could significantly improve students’ learning movtivation, self-confidence and interpersonal relationships. 4.The constructed school support systems positively enhanced the knowledge of parents, teachers and school administrators of gifted underachievers. 5.The constructed school support systems helped the researcher to rethink the position and duties as a school administrator. Some suggestions were made to the future development of gifted education and studies. Key words : gifted underachievers, school adjustment problems, support systems