The Relation between Art Aptitude and Learning Adjustment of Art-Gifted Students in Elementary School

• Main Authors: Su Hui Ching, 蘇慧菁
• Other Authors: 蔡典謨
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/85767906874045923592

碩士 === 高雄師範大學 === 特殊教育學系 === 98 === The purpose of this study was to investigate the relationship among art aptitude and learning adjustment in the elementary schools. The study adopted investigative research and qualitative interview, included the samples of 218 participants from fourth and fifth grade elementary school art-gifted students in Kaohsiung area. The 10 students with the highest scores and 8 students with the lowest scores were purposefully sampled as interviewees in this study. The research used Inventory of Learning Adjustments for quantitative data and the Guideline of Interview for qualitative data. Data were analyzed using the methods of descriptive statistics analysis, t-test or one-way analysis of variance, and Pearson product-moment correlation. The main findings were listed as follows: 1. The motivation to study in Art Class of art-gifted student in the elementary school were mainly according to their interests, next were parents’ influence. 2. The condition of the learning adjustments of art-gifted students in elementary school was good which included learning, learning habits, learning attitudes, learning environments, physical and mental adjustment and whole learning adjustments. And the score in learning habit was the highest; the score in learning attitudes was the lowest. 3. In learning methods, learning habits and learning attitudes, there were significant differences between boys and girls. Moreover, girls’ scores were higher than boys’. 4. The score of Art aptitude of art-gifted students in the elementary schools was not significantly different between boys and girls. 5. There were no significant differences between technique performance of art-gifted student and their learning adjustments in the elementary school; there were no connection between art aptitude of art-gifted student and their learning adjustments in the elementary school. 6. Some of art-gifted students who had high scores in art Aptitude displayed not ideally in Learning Adjustment. 7. Parents of art-gifted students cared and paid great attention in academic achievement.