| 摘要: | 本研究之主要目的，乃在探討資優學生對自足式特殊班的安置態度。教育安置態度與學生的中小學組別、年級、性別、智商、學業成就、及家長教育程度諸變項的關係，皆是本研究探討的問題。研究樣本包括121名國中與98名國小學生。這些學生皆就讀於台灣中部地區的資優班。他們回答研究者所編製的教育安置態度量表，以瞭解彼等對特殊班安置的態度。卡方檢定，皮爾遜積差相關，多元線性迴歸，與t檢定被用來分析所獲得的資料。資料分析的結果，有下列之發現:1.國小與國中資優學生對資優班具積極態度者的百分比和具消極態度者的百分比，在統計上皆有顯著的差異。2.年級與學業成就兩預測變項在國中資優班學生中，與教育安置態度有顯著的相關。3.性別、智商，與家長教育程度在國中資優班學生中，與教育安置態度並無顯著的相關。4.年級、性別、智商、學業成就、與家長教育程度在國小資優班學生中，與教育安置態度並無顯著的相關。5.在預測國中資優班學生的教育安置態度時，年級、性別、智商、學業成就，及家長教育程度的總合貢獻，達到統計上的顯著水準。6.在預測國小資優班學生的教育安置態度時，年級、性別、智商、學業成就，及家長教育程度的總合貢獻，未達統計上的顯著水準。7.國中與國小資優學生在特殊班教育安置態度方面，具有顯著的差異。
The main purpose of this study was to investigate the attitudes of intellectually gifted students toward self-contained special class placement. The relationship between the variables group membership, grade level, sex, I.Q., scholastic achievement, and parent education and the criterion variable of educational placement attitude was determined in the study.The sample included in the study was 121 junior high students and 98 elementary students. Thay were all enrolled in the self-contained special classes for intellectually gifted students in the central region of Taiwan. The subjects were administered the Educational Placement attitude Scale developed by the researcher from.which their attitudes toward special class placement were inferred. The Chi-square analysis, Pearson's product-moment correlation, multiple linear regression, and t test were the statistical procedures used to analyze the obtained data. Results of analyses disclosed the following findings: 1. There was statistically significant difference in percentage between those intellectually gifted students who held positive and who held negative attitudes toward self-contained programs in both junior high and elementary schools. 2. The predictor variables grade level and scholastic achievement significantly correlated with educational placement attitude among intellectually gifted students enrolled in the special classes of junior high schools. 3. The predictor variables sex, I.Q., and parent education,respectively, had no statistically significant relationship to educational placement attitude among intellectually gifted students enrolled in the special classes of junior high schools. 4. The predictor variables grade level, sex, I.0., scholastic achievement, and parent education, failed to have any statistically significant relationship, respectively, to educational placement attitude among intellectually gifted students in the special classes of elementary schools. 5. The collective contribution of grade level, sex, I.Q., scholastic achievement, and parent education was statistically significant in predicting educational placement attitudes of intellectually gifted students enrolled in the special classes of junior high schools. 6. The collective contribution of grade level, sex, I.0., scholastic, achievement, and parent education was not statistically significant toward the prediction of educational placement attitudes of intellectually gifted students in the special classes of elementary schools.7. Junior high and elementary school intellectually gifted students did have a statistically significant difference in educational placement attitudes toward self-contained special class placement. |
