| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 98 === ABSTRACT
The purpose of this study was to investigate the current situation and relationship among the well-being, academic self-efficacy, and attributional style of gifted and regular students in elementary school, and to analyze the differences among the individual background variables (class, gender, grade), and their prediction power to well-being.
The method of this study was questionnaire survey. The subjects of this study were 641 four-graders and six-graders in Taipei county. The subjects were tested by the instrument naming “Elementary School Student life-experience Scale”. Through statistic methods such as means, standard deviation, percentage, two-way ANOVA, and the analysis of stepwise regression, the data of questionnaire was statically analyzed. The results were as following:
1. Elementary school student attained mid-high level in well-being, academic self-efficacy, and attributional style.
2. There was a significant difference in well-being score of the different individual background variables (class, gender, grade).
3. There was a significant difference in academic self-efficacy score of the different individual background variables (class, gender, grade).
4. There was a significant difference in attributional style of the different individual background variables (class, gender, grade).
5. The subscales of “academic self-efficacy”, ”grade” and ”attributional style”(easy, lucky, and non-hard), can predict the well-being with 33.6%.
According to the above outcomes, the researcher has suggested some conclusions and advices, including some guidelines for further studies.
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