| Summary: | 碩士 === 國立花蓮教育大學 === 身心障礙與輔助科技研究所 === 98 === The purpose of this study was to (a) investigate the aspect and differences of elementary school talented students’ life stress and coping strategies, (b) compare the differences and relationship with respect to students of different background variables, and (c) find out the differences in coping strategies of students with different levels of life stress. The study adopted survey research design, and the samples include 933 participants from fourth to sixth grade elementary school students in Pingtong Country. All the data were analyzed including t-test or two-way analysis of variance, and Pearson product-moment correlation. The results of the study were as follows:
1. Life stress reception of the elementary school talented students was between no stress and slight stress. They got higher score in individual self-expectation stress and school academic stress, however, lower score in peer relationships stress. Female students got higher score than male students in individual health stress, and individual self-expectation stress. Students living in city got higher score than ones living in country in life stress. Students learning art courses got higher score than ones had no in life stress.
2. The frequency of the use of stress coping strategies of the elementary school talented students in Pingtong country was between “sometimes” and “usually”. The most frequently used coping strategies by all students were Emotional Venting Strategies. The least frequently used ones were Temporary-tabling Strategies. There were no significant differences in coping strategies in different background variables.
3. Talented students were higher than regular students in Individual Health Stress, and Individual Self-expectation Stress. However, there were no significant differences in coping strategies.
4. Students in the high-stress group used Temporary-tabling Strategies more frequently than those in mid-stress and low-stress group. Students in the low-stress group used more frequently than those in mid and high-stress groups in Solving Problem Strategies, Emotional Adaptation Strategies and Seeking Support Strategies.
Based on these results, the study further made some suggestions for reference
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