The Relationships of Type A Behavior, the Locus of Control and School Stress among Gifted Pupils

• Main Author: 謝志偉
• Other Authors: 黃澤洋
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/16286819534741916354

碩士 === 國立新竹教育大學 === 特殊教育學系碩士班 === 96 === Abstract The purpose of this study is to examine the relationships of type A behavior, locus of control and school stress among gifted pupils. The study employs the survey method of questionnaires; the subjects are 951 fifth and sixth grade gifted pupils drawing from elementary schools in four city and counties of Taoyuan, Hsinchu and Miaoli areas for the school year of 2007. Research instruments include “Personal Profile”, “Children Type A Scale”, “Children Locus of Control Scale” and “School Stress Scale,” etc. The data of the questionnaire are analyzed by methods of descriptive statistics, one-way ANOVA, multivariate analysis of variance (MANOVA), Pearson’ product-moment correlation and path-analysis. This study has come up with the following conclusions: 1. The degree of gifted pupils’ Type A behavior is medium-low; locus of control tends to be internal and the degree of school stress is measured at medium-high. 2. Among the gifted pupils, females perceive significantly higher school stress than males. 3. Significant differences exist between gifted pupils’ Type A behavior from different family socio-economic status; the locus of control for gifted pupils with upper family socio-economic status tend to be internal, in comparison to those with medium and lower family socio-economic status; gifted pupils with upper family socio-economic status perceive lower school stress than those with medium and lower family socio-economic status. 4. Significant differences exist in different artistic categories among art-gifted pupils’ Type A behavior, locus of control and school stress. 5. The higher the Type A behavior of the gifted pupils, the locus of control tend to be more external; the lower the Type A behavior, the locus of control tend to be more internal. 6. The higher the Type A behavior of the gifted pupils, the higher the school stress. 7. The more internal of the locus of control for the gifted pupils, the lower the school stress; the more external of the locus of control for the gifted pupils, the higher the school stress. 8. For gifted pupils with different family socio-economic status and from different artistic categories, locus of control and Type A behavior, and locus of control will respectively affect their school stress. Based on the research results, further discussion and suggestions are provided as reference for the related personnel and future researchers.