臺灣博碩士論文加值系統

本研究旨在探討中部地區國小資優生背景變項、手足關係與學習動機之關係情形。首先探討國小資優生背景變項與手足關係、學習動機之差異情形，其次探討資優生手足關係與學習動機之關係情形，接著探討資優生背景變項、手足關係對學習動機之預測力情形，最後探討手足關係與學習動機的關係特性及其引發之學習特性為何。
本研究採用問卷調查與訪談法進行研究，調查問卷部分乃收集相關文獻，以改編之「國小資優生手足關係量表」及自編的「國小資優生學習動機量表」進行資料蒐集，針對中部地區就讀國小一班智能優異班之資優生為研究對象，採用立意取樣方式，調查樣本184位，有效樣本176位，可用率為96﹪。以電腦統計軟體SPSS10.0對收集之資料以平均數、標準差、單因子多變項變異數分析、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸分析等統計方法進行資料處理；在訪談部分，針對調查問卷分數較高之8位資優生，以自編之「國民小學資優生手足關係與學習動機訪談題綱」進行質性訪談。根據調查研究與訪談之結果，本研究之結論如下：
一、不同性別、不同年級、資優手足的有無與不同手足性別在學習動機上無顯著差異。
二、不同出生序、不同年齡差距的資優生在整體學習動機上有顯著的差異。
三、不同性別、不同年級、資優手足的有無與不同手足性別在手足關係上無顯著差異。
四、不同出生序、不同年齡差距的資優生在整體手足關係上有顯著的差異。
五、「親密」與「相對地位」的手足關係與學習動機具正相關。
六、「衝突」與「競爭」的手足關係與部分學習動機向度具負相關。
七、對「社會化」的學習動機，其預測的變項依序是「親密」、「衝突」、「相對地位」與「資優手足」。
八、對「注意力」的學習動機，其預測的變項依序是「親密」、「出生序」、「相對地位」與「資優手足」。
九、對「相關性」的學習動機，其預測的變項依序是「親密」與「出生序」。
十、對「信心」的學習動機，其預測的變項依序是「親密」、「出生序」與「年齡差距」。
十一、對「滿足感」的學習動機，其預測的變項依序是「親密」、「出生序」、「相對地位」、「年級」與「衝突」。
根據研究與訪談結果，本研究提出相關建議，以供資優生與手足、資優生父母及未來研究者參考
一、對資優生與手足之建議
（一）發揮長者優勢，累積學習經驗
（二）各自展現所長，學習彼此優點
（三）維繫親密關係，營造良性互動
（四）學會相互包容，樂於挑戰
（五）相互鼓勵扶持，建立信心
二、對資優生父母之建議
（一）避免資優標記，減低學習壓力
（二）一視同仁的教養態度，避免惡性競爭
（三）滿足學習需求，增強學習動機
（四）營造良性的競爭環境
（五）重視手足年齡差距，避免造成學習困擾
三、對未來相關研究之建議

The first purpose of this study was to investigate whether elementary gifted students with background variables have significant differences in sibling relationships and learning motivation. Second, we would analyze the relationships between elementary gifted students’ sibling relationships and learning motivation. Third, we would study the prediction ability of elementary gifted students’ background variables and sibling relationships influencing learning motivation. Finally, we would to investigate the relationships and learning characters between elementary gifted students’ sibling relationships and learning motivation.
The instruments applied to this research include Elementary Gifted Students’ Sibling Relationships Questionnaire and Elementary Gifted Students’ learning motivation Questionnaire. The subjects were 184 elementary gifted students in Taiwan(including Taichung city, Changhua country, Nantou country and Taichung country). With the application of software of SPSS 10.0 for Windows, the collected data were analyzed with One-way ANOVA, MANOVA, Pearson correlation analysis, and Multiple Stepwise regression.
The conclusions of the research were as follows:
1.No differences of the perception of elementary gifted students’ learning motivation existed in background variables with the different gender, grade, sibling’s sex and gifted sibling.
2.Significant differences of the perception of elementary gifted students’ learning motivation existed in background variables with the different birth order and age space.
3.No differences of the perception of elementary gifted students’ sibling relationships existed in background variables with the different gender, grade, sibling’s sex and gifted sibling.
4.Significant differences of the perception of elementary gifted students’ sibling relationships existed in background variables with the different birth order and age space.
5.There were significant positive relationships existing between elementary gifted students’ sibling relationships towards two levels(closeness, relative) and learning motivation.
6.There were significant negative relationships existing between elementary gifted students’ sibling relationships towards two levels(conflict, rivalry) and learning motivation.
7.Closeness, conflict, relative and gifted sibling could effectively predict the learning motivation of socialization.
8.Closeness, birth order, relative and gifted sibling could effectively predict the learning motivation of attention.
9.Closeness and birth order could effectively predict the learning motivation of relevance.
10.Closeness, birth order and age space could effectively predict the learning motivation of confidence.
11.Closeness, birth order, relative, grade and conflict could effectively predict the learning motivation of satisfaction.
According to the result of　this study, the research provides some suggestions for elementary gfted studentsd, siblings, parents and future study.

第一章 緒論
第一節 研究動機．．．．．．．．．．．．．．．．．．．．．．1
第二節 研究目的．．．．．．．．．．．．．．．．．．．．．．4
第三節 研究問題與研究假設．．．．．．．．．．．．．．．．．4
第四節 重要名詞解釋．．．．．．．．．．．．．．．．．．．．5
第二章 文獻探討
第一節 學習動機．．．．．．．．．．．．．．．．．．．．．．7
第二節 學習動機之相關研究．．．．．．．．．．．．．．．．．15
第三節 手足關係．．．．．．．．．．．．．．．．．．．．．．17
第四節 手足關係之相關研究．．．．．．．．．．．．．．．．．21
第五節 資優生的手足關係與學習動機之相關研究．．．．．．．．28
第三章 研究方法
第一節 研究架構．．．．．．．．．．．．．．．．．．．．．．32
第二節 研究對象．．．．．．．．．．．．．．．．．．．．．．34
第三節 研究工具．．．．．．．．．．．．．．．．．．．．．．37
第四節 研究流程與實施．．．．．．．．．．．．．．．．．．．46
第五節 資料處理與分析．．．．．．．．．．．．．．．．．．．49
第四章 研究結果與討論
第一節 資優生背景變項與學習動機之比較分析．．．．．．．．．51
第二節 資優生背景變項與手足關係之比較分析．．．．．．．．．63
第三節 資優生手足關係與學習動機之相關分析．．．．．．．．．73
第四節 資優生之背景變項、手足關係對學習動機之預測力．．．．76
第五節 資優生手足關係與學習動機之關係與學習特性．．．．．．82
第六節 綜合討論．．．．．．．．．．．．．．．．．．．．．．97
第五章 結論與建議
第一節 結論．．．．．．．．．．．．．．．．．．．．．．．．103
第二節 建議．．．．．．．．．．．．．．．．．．．．．．．．108
參考文獻
一、中文部分．．．．．．．．．．．．．．．．．．．．．．．112
二、英文部分．．．．．．．．．．．．．．．．．．．．．．．114
附錄
附錄一 國民小學資優生手足關係與學習動機訪談題綱．．．．．．118
附錄二 國小資優生手足關係與學習動機調查問卷（專家意見調查）119
附錄三 國小資優生手足關係與學習動機調查問卷（預試問卷）．．129
附錄四 國小資優生手足關係與學習動機調查問卷（正式問卷）．．134

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