A Study on Value Concepts of Gifted Students in Elementary and Junior High School in Taipei City

• Main Author: 陳弘偉
• Other Authors: 王振德
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/73778288580207884538

碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 96 === The purpose of the study is to comprehend the contemporary values of the students both in elementary and junior high schools following by the discussion of the differences on the concept of different values for gifted students based on background variables, including student type, gender, educational level and educational background of the parents. The study framework was established from the analysis and discussion based on numerous related references to achieve the research purpose. On the empirical research, the study target is mainly the students from sixteen schools with gifted education classes employing the research instrument of “The Value Concepts Scale for Student” compiled by Chien-Mao Fa, Ho-Jung Kuei, and Chang-Ching Yuan in 1997 as the source of the questionnaire. The discussion of the study was founded on the statistical data analysis from the reliable sample size of 747 interviewees with 283 from gifted students and 464 from the ordinary students. Suggestions and analysis for the values of gifted students from both primary and junior high school were established after integrating the result of the research. Based on the purposes, results, analyses and discussions of the research, the conclusion is listed as follow: 1. The gifted students from elementary and junior high school ranked either highly important or important on “physiological value”、“psychological value”、“relationship value”、“affectional value”、“vocational value”、“moral value” and “human-life value”. 2. For gifted students from elementary school, they considered “moral value”、“affectional value”、“relationship value” as highly important while “vocational value”、“human-life value”、“psychological value” and “physiological value” as important. As for gifted students from junior high school, they viewed “moral value” as highly important while “affectional value”、“relationship value”、“psychological value”、“human-life value”、“vocational value” and “physiological value” as important. 3. The ranking of the importance of seven values for elementary school gifted students is “moral value”、“affectional value”、“relationship value”、“vocational value”、“human-life value”、“psychological value” and “physiological value”, respectively while “moral value”、“affectional value”、“relationship value”、“psychological value”、“human-life value”、“vocational value” and “physiological value” for gifted students from junior high school. 4. There is no significant difference on the seven values between the groups of gifted- students and ordinary-students in elementary school. However, from the point of the view for junior high school students, the gifted students regarded “physiological value” and “moral value” more importantly than the ordinary students and there is no significant difference between two groups on “psychological value”、“relationship value”、“affectional value”、“vocational value” and “human-life value”. 5. There is no significant difference with “Gender” on values on seven perspectives and nineteen elements for gifted students from both elementary school and junior high school. 6. For elementary school gifted students, parents with high school educational background perceived “moral value” more importantly than those with graduated school educational background. However, there is no significant difference on “physiological value”、“psychological value”、“relationship value”、“affectional value”、“vocational value” and “human-life value”. There is no significant difference on educational background for junior high school parents in all values. 7. The importance on “vocational value” is more significant in elementary school gifted students than those in junior high school though there is no significant difference on “physiological value”、“psychological value”、“relationship value”、“affectional value”、“moral value” and “human-life value”. According to the study results, a series of suggestions have been proposed to educational administrator, gifted educational professionals and future prospective research in addition to serving as the reference for the gifted educational community and academic research.