中文摘要
本研究旨在探討國小資優生兒童A型行為、內外控信念與學校壓力之關係，主要採問卷調查法進行；研究樣本為96學年度桃、竹、苗四縣市地區就讀國小五、六年級資優班的學童，共951人；研究工具包括「個人基本資料調查表」、「兒童A型量表」、「兒童內外控量表」與「學校壓力量表」等；以描述統計、單因子變異數分析、多變量變異數分析、皮爾森積差相關、路徑分析等方法進行統計分析。本研究結論如下：
一、國小資優生的A型行為中下程度、內外控信念傾向內控、學校壓力中上程度。
二、資優班女生在學校壓力顯著高於男生。
三、不同家庭社經資優生A型行為有差異，高家庭社經地位較中低家庭社經地位者傾向內控，學校壓力則較中低家庭社經地位資優生小。
四、不同藝能科類別資優生於A型行為、內外控信念與學校壓力有差異。
五、資優生A型行為愈高，愈傾向外控；A型行為愈低，愈傾向內控。
六、資優生A型行為愈高，其學校壓力愈高。
七、資優生愈傾向內控，學校壓力愈低；愈傾向外控，學校壓力愈高。
八、不同家庭社經地位、資優類別資優生會分別經由內外控信念和A型行為、內外控信念影響其學校壓力。
根據研究結果，進一步提出討論和建議，以提供相關人員和未來研究之參考。

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.

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