(3.238.186.43) 您好!臺灣時間:2021/02/25 01:49
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:李乙明
研究生(外文):I-ming Li
論文名稱:高中數理資優班學生情緒智力之研究
論文名稱(外文):The Study of the Emotional Intelligence of the Mathematical-logic Gifted Students in Public Senior High School
指導教授:王文科王文科引用關係
指導教授(外文):Wen-ke Wang
學位類別:博士
校院名稱:國立彰化師範大學
系所名稱:特殊教育研究所
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:1999
畢業學年度:87
語文別:中文
論文頁數:261
中文關鍵詞:資優教育數理資優學生情緒智力同理心樂觀自尊情緒覺察與處理
外文關鍵詞:gifted educationMathematical-logic giftedemotional intelligenceempathyoptimismself-esteememotional awareness and management
相關次數:
  • 被引用被引用:144
  • 點閱點閱:1242
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:8
本研究旨在探討情緒智力的理論基礎及高中數理資優學生情緒智力的現況,及其在個人背景變項(性別、年級、教育安置史和居住情形)及特質變項(高低情緒覺察和處理能力、高低同理心、高低自尊、高低樂觀程度和高低無助感)上的差異情形,並為高中數理資優學生情緒智力教育和輔導提出建議。
為達研究目的,研究者進行文獻探討建立情緒智力運作架構,其後即根據本架構編製「情緒智力量表」進行高中數理資優學生之樣本實測。本研究建立的情緒智力運作架構係以後設心理歷程統攝下的情緒覺察和處理能力為運作中樞,而以待人、待己和處事等三種人我關係為表現場域,三者又分別表現為同理心、自尊和樂觀等指標行為。所編製的情緒智力量表則命名為「高中學生生活問卷」,包含情緒覺察和處理能力、同理心反應、情境自尊和樂觀等四個量表。實測之研究對象以八十六學年度就讀於高中數理資優班學生為母群體,採分層隨機取樣抽取60%為樣本,計得1231名,回收計分後有效樣本數為1212名。實測所得資料分別以次數分配、Pearson積差相關、因素分析、多元迴歸分析、典型相關、多變項變異數分析、t考驗等統計方法分析後,有以下發現:
一、情緒覺察和處理能力與表現指標變項之間的探討,不論相關研究、因素分析、多元迴歸分析和典型相關分析的結果都能支持本研究提出的情緒智力架構。在所有變項中以情緒覺察和處理能力對其它變項最有預測力,在表現指標變項中以自尊最能有效預測情緒覺察和處理能力。
二、高中數理資優學生情緒智力的現況方面顯示具有中高程度的情緒覺察和處理能力;在待人方面同理心反應普遍不足,尚待加強;在待己方面有中等程度的自尊;在處事方面傾向於以較不樂觀的解釋型態歸因生活裡所遇好、壞事件;其歸因解釋型態以「永遠─普遍─內在」歸因組型居多。
三、高中數理資優學生情緒智力的差異性分析結果,在不同背景變項上以性別和年級兩個變項顯現有若干群體內差異存在,教育安置史和居住情形則無;在特質變項上則皆有顯著差異存在。
根據上述研究結果,情緒智力教育對高中數理資優學生而言,乃符合其發展需求的必要課程,故研究者提出數點對其教育或輔導上的建議,後亦提出數點有關未來研究的建議。
The purpose of this study is to establish a foundation of emotional intelligence, and run tests that based on the framework thereafter. As the title indicates the sample used here are the gifted high school students with superior mathematical-logic ability of the Eighty-sixth School Year in Taiwan. They were studied for differences in their emotional intelligence.
The investigator used “The Questionnaire of Feelings of the High School Students for Life” as the conduit to compile data. This particular Questionnaire consists of four subtests. They are emotional awareness and management, empathy, self-esteem, and optimism. Through the randomly stratified sampling, the number of the returned questionnaire added up to 1212.
Statistical methods such as Frequency Distribution, T-test, Factor Analysis, Correlation, Cannon Correlation, Multiple Regression, and MANOVA were applied to analyze these questionnaires and reach the following results.
I. With the exploration of the informants into the above mentioned four subtests, there are several significant evidences testimony the framework that established by this study.
II. From their present level of the emotional intelligence, the informants have shown a medium extent of emotional awareness and management, and self-esteem. However, with a lower empathy and optimism.
III. With reference to one alternative of the personal variables, the differences of emotional intelligence among gifted students varied significantly.
According to the above outcomes, the investigator has suggested some conclusions and suggestions as guideline for further studies on the differences of emotional intelligence among the sampled population of this study as well as on other group of samples.
封面
謝辭
中文摘要
英文摘要
目次
圖次
表次
附錄次
第一章 緒論
第一節 問題背景與研究動機
第二節 研究目的與待答問題
第三節 名詞詮釋
第二章 文獻探討
第一節 情緒智力的理論基礎
第二節 高中數理資優學生的特質
第三節 高中數理資優學生情緒智力的探討
第三章 研究方法
第一節 研究對象
第二節 研究設計
第三節 研究工具
第四節 研究步驟
第五節 資料處理
第四章 實測結果與討論
第一節 研究對象基本資料之分析
第二節 情緒覺察和處理能力與表現指標之分析
第三節 高中數理資優學生情緒智力現況之分析
第四節 高中數理資優學生情緒智力差異性之分析
第五章 結論與建議
第一節 結論
第二節 建議
參考書目
參考書目
一、中文部分
王文科(民74)。資賦優異與特殊才能。特教園丁,2卷2期,26頁。
王文科(民81)。資優課程設計。台北:心理。
王文科(民83)。亟待調整的資賦優異教育師資培育策略。載於中華民國特殊教育學會主編:開創資優教育的新世紀:我國資優教育二十年來的回顧與展望,51-66頁。
王文科(民85)。資優教育師資。載於台灣師大特教系主編:資優教育研討會會議手冊,25-38頁。
王振德(民85)。資優教育課程與教學。載於台灣師大特教系主編:資優教育研討會會議手冊,95-100頁。
  王振德(民86)。創造力三面模式評介兼論創造力的本質與研究取向。資優教育季刊,64期,1-5頁。
  王淑俐(民84)。青少年情緒的問題、研究與對策。台北:合記圖書。
  王瓊珠(民81)。國小六年級閱讀障礙兒童與普通兒童閱讀認知能力的比較研究。國立臺灣師範大學特殊教育研究所未出版之碩士論文。
  江漢光(民86)。EQ的精神醫學觀。哲學雜誌,19期,16-33頁。
  行政院教育改革審議委員會(民85)。教育改革總諮議報告書。
沈清松(民86)。情緒智商與實踐智慧。哲學雜誌,19期,4-15頁。
汪金英譯(民80)。九十年代的智慧增長。資優教育季刊,40期,1-8頁。
  汪榮才(民81)。學習障礙兒童之後設認知歷程與教學。臺南師院學報,25期,55-64頁。
  李乙明(民80)國民中學資優班學生次級文化之調查分析。國立彰化師範大學特殊教育研究所未出版之碩士論文。
  李宛諭(民82)高中數理資優班與普通班學生次級文化之比較研究。國立彰化師範大學特殊教育研究所未出版之碩士論文。
吳武典(民82)。團體輔導活動手冊。台北;張老師文化。
吳武典(民85)。資優教育行政與體制。載於台灣師大特教系主編:資優教育研討會會議手冊,9-24頁。
吳武典(民86)。教育改革與資優教育。資優教育季刊,63期,1-7頁。
林仁傑(民85)。我國美術資優教育問題的探討與因應策略。載於台灣師大特教系主編:資優教育研討會會議手冊,53-67頁。
  林杏足(民86)。諮商中當事人自尊改變歷程之分析研究。國立彰化師範大學輔導學系未出版之博士論文。
林幸台(民82)。高中資優學生生涯發展歷程之研究。特殊教育研究學刊,9期,191-214頁。
林幸台(民83)。資優學生的生涯輔導。載於中華民國特殊教育學會主編:開創資優教育的新世紀:我國資優教育二十年來的回顧與展望,215-230頁。
林幸台、張蓓莉和郭靜姿(民84)。八十二學年度全國高中數理資優教育評鑑報告。國立臺灣師範大學特教中心。
林幸台(民85)。一般能力及學術性向資優學生的鑑定與安置。載於台灣師大特教系主編:資優教育研討會會議手冊,76-84頁。
林幸台(民87)。資優學生生涯輔導。載於資優教育二十五週年研討會論文專輯,163-170頁。
  林熏香譯(民85)。EQ情緒智慧。台中:晨星。
  林寶貴(民86)。資優甄試輔導升學大學語文資優生之追蹤研究。載於國立臺灣師範大學特教中心主編:1997年海峽兩岸特殊教育學術研討會論文彙編,348-363頁。
  邱上真(民78)。後設認知研究在輕度障礙者教學上的應用。特殊教育季刊,30期,12-16頁。
  南方朔(民86)。EQ非書,書在書外。誠品書店’96年度書籍排行榜,12頁。
  柯永河(民83)。習慣心理學。台北:張老師文化。
  胡永崇(民84)。後設認知策略教學對國小閱讀障礙學童閱讀理解成效之研究。國立彰化師範大學特殊教育研究所未出版之博士論文。
  洪儷瑜(民75)。輔導員的同理心、心理需求與輔導關係、當事人的自我探索及情緒改變之研究。國立臺灣師範大學輔導研究所未出版之碩士論文。
  洪蘭譯(民85)。學習樂觀‧樂觀學習。台北:遠流。
徐享良(民83)。國中資優班與普通班學生注意力、記憶力及認知能力之比較研究。彰化:欣欣文化。
翁淑緣(民73)。青少年的自尊與其相關變項之研究。國立臺灣師範大學教育研究所未出版之碩士論文。
教育部(民86)。中華民國教育統計。
郭長揚(民85)。特殊才能資優教育之二:音樂類。載於台灣師大特教系主編:資優教育研討會會議手冊,69-75頁。
  郭靜姿(民81)。閱讀理解訓練方案對於增進高中學生閱讀策略運用與後設認知能力之成效研究。國立臺灣師範大學教育研究所未出版之博士論文。
郭靜姿(民83)。資優生與普通生學習動機、策略運用與後設認知能力之差異比較。特殊教育研究學刊,10期,319-348頁。
郭靜姿(民85)。資優學生之輔導與追蹤。載於台灣師大特教系主編:資優教育研討會會議手冊,85-94頁。
郭靜姿、蔡尚芳(民86)。跳級資優生之追蹤研究。載於國立臺灣師範大學特教中心主編:1997年海峽兩岸特殊教育學術研討會論文彙編,49-70頁。
  陳李綢(民81)。認知發展與輔導。台北:心理。
  陳玫伶(民85)。談資優學生完美主義。資優教育季刊,61期, 25-30頁。
  陳美芳(民83)。資優學生的心理輔導。載於中華民國特殊教育學會主編:開創資優教育的新世紀:我國資優教育二十年來的回顧與展望,255-269頁。
陳貞蓉(民83)。國中資優班學生家庭環境、親子關係與其人格特質相關研究。國立彰化師範大學特殊教育研究未出版之碩士論文。
  陳慶福(民74)。合理情緒團體諮商之實驗。國立台灣教育學院輔導研究所未出版之碩士論文。
  張昇鵬(民84)。資賦優異學生後設認知能力與創造思考能力關係之研究。國立臺灣師範大學特殊教育研究所未出版之博士論文。
  張春興(民80)。現代心理學。台北:東華。
張春興(民85)。教育心理學。台北:東華。
張麗珠(民85)。特殊才能資優教育:舞蹈類。載於台灣師大特教系主編:資優教育研討會會議手冊,110-120頁。
  張鼎國(民86)。「實踐智」與新亞里斯多德主義。哲學雜誌,19期,66-85頁。
游恆山譯(民82)。情緒心理學。台北:五南。
曾玉玲(民82)。台北市高智商低成就國中學生學習信念與相關因素之探討。國立政治大學教育研究所未出版之碩士論文。
曾光佩(民82)。大學生的憂鬱情緒與歸因─憂鬱性歸因理論的驗證。國立台灣大學心理學研究所未出版之碩士論文。
  曾志朗(民86)。心靈改革從學習樂觀開始。載於洪蘭譯:學習樂觀‧樂觀學習,序文。台北:遠流。
  曾志朗(民88)。掌握生活才是真智慧。載於洪蘭譯:活用智慧,i-v頁。台北:遠流。
  曾建章(民85)。國中資優學生與普通學生之他人期望與壓力感受及成就動機之比較研究。國立彰化師範大學特殊教育研究所未出版之碩士論文。
  曾淑容(民84)。心理學者談智力的新面貌。特殊教育會刊,8期,88-90頁。
曾陳蜜桃(民79)。國民中小學生的後設認知及其與閱讀理解之相關研究。國立政治大學教育研究所未出版之博士論文。
黃玉真(民83)。國中資優學生與普通學生學校生活壓力、因應行為及學校適應之比較研究。國立台灣師範大學特殊教育研究所未出版之碩士論文。
  黃明正譯(民82)。情緒管理手冊三,情緒療法。台北:月旦。
  黃素菲(民86)。情緒察覺與情緒功能從EQ談起。教育實習輔導季刊,3卷2期,61-64頁。
黃惠惠(民85)。助人歷程與技巧(增訂版)。台北:張老師文化。
馮朝霖(民86)。盡人間情性‧參天地化育論EQ與生命實踐。哲學雜誌,19期,32-47頁。
傅佩榮(民86)。柏拉圖EQ觀試說。哲學雜誌,19期,48-65頁。
楊國樞(民86)。樂見MI開啟多元智能新世紀中譯本出版。載於陳瓊森譯:開啟多元智能新世紀,3-6頁,台北:信誼基金。
  楊 照(民86)。需要被指導的生活。誠品書店’96年度書籍排行榜,14頁。
  楊極東、毛連塭(民80)。我國各級學校生活教育內涵及改進途徑之研究。台北市立師範學院。
楊瑞珠(民85)。教師情緒管理。教育部。
  詹文宏(民84)。後設認知閱讀策略對國小閱讀障礙兒童閱讀理解能力之研究。國立彰化師範大學特殊教育研究所未出版之碩士論文。
劉玲吟(民83)。後設認知閱讀測驗的教學對國中低閱讀能力學生閱讀理解效果之研究。國立彰化師範大學特殊教育研究所未出版之碩士論文。
劉壽懷譯(民85)。怎樣教養高EQ小孩。台北:時報文化。
鄭昭明(民82)。認知心理學。台北:桂冠。
鄭崇趁(民86)。邁向二十一世紀的輔導工作「青少年輔導計畫」內涵分析。學生輔導,46期, 10-15頁。
潘正德(民81)。團體動力。台北:心理。
盧台華(民85)。特定族群資優教育。載於台灣師大特教系主編:資優教育研討會會議手冊,39-52頁。
  歐陽萌君(民81)。資優者成年入社會後之人格適應、自我實現及其生涯歷程之研究。國立彰化師範大學特殊教育研究所未出版之碩士論文。
鄧守娟(民85)。讀書治療對國小社會畏縮兒童輔導效果之研究。國立臺南師範學院國民教育研究所未出版之碩士論文。
蔡玉瑟(民83)。資優生的人格特質與其學習行為、生活適應之相關研究。國立台中師範學院初等教育研究所未出版之碩士論文。
蔡典謨(民75)。只有歷史能告訴我們誰是真正資優。資優教育季刊,21期,31-34頁。
蔡典謨(民85)。資優教育支援系統(含家長參與)。載於台灣師大特教系主編:資優教育研討會會議手冊,101-108頁。
  蔡典謨(民86)。協助孩子出類拔萃。台北:心理。
  蔡桂芳(民83)。國中資優生認知類型及其在資優教學模式上之應用分析。國立彰化師範大學特殊教育研究所未出版之碩士論文。
韓梅玉(民85)。資優生智力、學科成就、自我概念及同儕關係之研究。國立台灣師範大學特殊教育研究所未出版之碩士論文。
  魏明通(民81)。科學資優學生升大學之追蹤調查、學習特性及輔導方式之研究(I)。國立臺灣師範大學科學教育研究所。
魏美惠(民84)。智力新探。台北:心理。
  蕭 文(民79)。我國學校輔導工作。載於中國輔導學會主編:邁向21世紀輔導工作新紀元,356-371頁。台北:心理。
  藍慧君(民80)。學習障礙兒童與普通兒童閱讀不同結構文章之閱讀理解與理解策略的比較研究。國立臺灣師範大學特殊教育研究所未出版之碩士論文。
  蘇清守(民82)。時雨春風(高級中學導師手冊)。台北:張老師文化。
蘇宜芬(民81)。後設認知訓練對國小低閱讀能力學生的閱讀理解能力與後設認知能力之影響。國立臺灣師範大學教育心理與輔導研究所未出版之碩士論文。
二、 英文部分
Adams, C. M. (1996). Adolescent suicide: One school’s response. Journal of Secondary Gifted Education, 7(3), 410-417.
Albrecht, K. (1980). Brain power: Learn to improve your thinking skill. Englewood Cliffs, NJ: Prentice-Hall.
Allen, L. (1996). The combined effect of self-consciousness and expectations concerning negative mood regulation on participant choice of causal focus. [CD-ROM]. Abstract from: ProQuest File: Dissertation Abstracts Item: 9702845
Baker, J. A. (1996). Everyday stressors of academically gifted adolescents. Journal of Secondary Gifted Education, 7(2), 356-368.
Berger, S. L. (1991). Differentiating curriculum for gifted students. ERIC Digest #E510. (ERIC Document Reproduction Service No. ED 342 175).
Betts, G. T. (1986). The autonomous learner model for the gifted and talented. In J. S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented(pp. 27-56). Mansfield, CT: Creative Learning Press.
Blascovich, J., & Tomaka, J. (1991). The measurement of self-esteem. In J. P. Robinson, P. R. Shaver, & L. S. Wrightsman(Eds.), Measures of personality and social psychological attitudes(pp 157-218). New York: Acadamic Press.
Borkowski, J. G., Estrada, M. T., Milstead, M., & Hale, C. A. (1989). General problem-solving skills: Relation between matecognition and strategic processing. Learning Disability Quarterly, 12, 57-70.
Branden, N. (1990). What is self-esteem? (ERIC Document Reproduction Service No. ED 325 783).
Burtman, R. L. (1992). Adolescent stress and coping across three settings with consideration of intelligence and neuroticism. [CD-ROM]. Abstract from: ProQuest File: Dissertation Abstracts Item: 9223628
Callahan, C. M. (1994). Foundations for the future: The socio-emotional development of gifted adolescent women. Roeper Review, 17(2), 99-105.
Carlson, J.G., & Hatfield, E.(1992). Psychology of emotion. Orlando, FL: Harcourt Brace Jovanovich.
Carver, D. S., & Scheier, M. F. (1990). Origins and functions of positive and negative affect: A control-process view. Psychological Review, 97(1), 19-35.
Chalufor, I. (1988). As I am. (ERIC Document Reproduction Service No. ED 399 009).
Clark, B. (1996). Meeting the challenge: A guidebook for teaching gifted students. California Association for the Gifted.
Coleman, M. R. (1996). Recognizing social and emotional needs of gifted students. Gifted Child Today , 19(3), 36-37.
Condit, P. (1984). The analyst visits the classroom: An attempt to resolve inhibitions. Current issues in psychoanalytic practice, 1(1), 43-52.
Cook, R. S. (1996). Psychological autopsy as A research approach for studying gifted adolescents who commit suicide. Journal of Secondary Gifted Education, 7(3), 393-402.
Cooper, R. K., & Sawaf, A. (1997). Executive EQ: Emotional intelligence in leadership and organizations. San Francisco, CA: Q-Metrics.
Cramond, B. (1993). Speaking and listening: Key components of a complete language arts program for the gifted. Roeper Review, 16(1), 44-48.
Craven, J. E. (1992). Friendship expectations, friendship choices and perceived social competence in gifted and non-gifted children: A developmental perspective. [CD-ROM]. Abstract from: ProQuest File: Dissertation Abstracts Item: NN72863
Czeschlik, T., & Rost, D. H. (1994). Socio-emotional adjustment in elementary school boys and girls: Does giftedness make a difference. Roeper Review, 16(4), 294-297.
Davis, G. A., & Rimm, S. B. (1997). Education of the gifted and talented(2nd ed). Englewood Cliffs, NJ: Prentice-Hall.
Delano, K. B. (1989). An Exploratory study of the temperament of young gifted children. [CD-ROM]. Abstract from: ProQuest File: Dissertation Abstracts Item: 9000747
Delisle, J. (1995). Psyched out: Searching for the soul of gifted child education. Gifted Child Today , 18(4), 10-42.
Dixon, D. N., & Scheckel, J. R. (1996). Gfited adolescent suicide: The empirical base. Journal of Secondary Gifted Education, 7(3), 386-392.
ED386906.(1995). The emotional price of excellence. Abstracts of Selected Papers from The Annual Esther Katz Rosen Symposium on the Psychological Development of Gifted Children. (ERIC Document Reproduction Service No. ED 386 906).
Erikson, E. H. (1963). Childhood and society (2nd ed.). New York: Norton.
Feldhusen, J. F., & Robinson, A. (1986). The Purdue Secondary Model for gifted and talented youth. In J. S. Renzulli(Ed.), Systems and models for developing programs for the gifted and talented(pp. 153-179). Mansfield Center, CT: Creative Learning Press.
Feshbach, N. D., & Feshbach, S. (1981). Empathy training and the regulation of aggression: Potentialities and stimulations. Paper presented at the Western Psychological Association Meetings, Los Angeles, CA.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Lawrence Erlbaum.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.
Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. E. Weinert & R. H. Kluwe(Eds.), Metacognition, motivation, and understand(pp. 21-29). Hillsdale, NJ: Lawrence Erlbaum.
Ford, M. E., & Miura, I. (1983). Children’s and adults’ conception of social competence. Manuscript in preparation.
Forgas, J. P. (1995). Strange couples : Mood effects on judgments and memory about prototypical and atypical relationships. Personality and Social Psychology Bulletin, 21(7), 747-765.
Frasier, M. M., & McCannon, C. (1981). Using bibliotherapy with gifted children. Gifted Child Quarterly, 25, 81-85.
Frey, C. P. (1993). Meeting the affective needs of gifted students. Gifted Child Today, 16(3), 52-54.
Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. New York: Harcourt Brace Jovanovich College Publishers.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York : Basic Books.
Gardner, H. (1991). Cognition: western prospects. In D. Goleman & R. A. F. Thurman(Eds.), Mind science: An east-west dialogue(pp. 127-146). Boston: Wisdom.
Gardner, H.(1993a). Multiple intelligences: The theory in practice. New York: Basic Books.
Gardner, H. (1993b). Frames of mind: The theory of multiple intelligences(10th Anniversary Edition). New York : Basic Books.
Gardner, H. (1997). Multiple intelligences as a partner in school improvement. Educational Leadership, 55(1), 20-21.
Gnezda, S. N. (1994). The internal forces of creativity: When hearts start to flutter. Roeper Review, 17(2), 138-143.
Goleman, D., & Thurman, R. A. F.(1991). Mind science: An east-west dialogue. Boston: Wisdom.
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
Gotterbarn, R. C. (1989). The relationship of age, intelligence, and social-emotional adjustment to children’s ability to differentiate thoughts from emotional states. [CD-ROM]. Abstract from: ProQuest File: Dissertation Abstracts Item: 9021158
Greenspan, S. I. (1989). Emotional intelligence. In K. Field, B. J. Cohler, & G. Wool(Eds.). Learning and education: Psychoanlytic perspectives(pp. 209-244). Madison, CN: International Universities Press.
Hayward , J., & Varela, F. J. (1992). Gentle bridges: Conversations with the Dalai Lama on the sciences of mind. Boston: Shambhala.
Hebert, T. P. (1991). Meeting the affective needs of bright boys through bibliotherapy. Roeper Review, 13(4), 207-212.
Izatt, M. L. (1996). A study of the behavioural correlates of social competence in academically gifted early adolescents. [CD-ROM]. Abstract from: ProQuest File: Dissertation Abstracts Item: NN11911
Jensen, A. (1987). Feeling good and gifted, tool. (ERIC Document Reproduction Service No. ED 298 692).
Kennedy, D. M. (1995). Glimpses of a highly gifted child in a heterogeneous classroom. Roeper Review, 17(3), 164-168.
Khatena, J. (1982). Educational psychology of the gifted. New York: Wiley.
Kleinginna, P. R., Jr., & Kleinginna, A. M. (1981). A categorised list of emotional definitions, with suggestions for a consensual definition. Motivation & Emotion, 5(4), 345-379.
Kosslyn, S. M., & Koenig, O. (1995). Wet mind: The new cognitive neuroscience (2nd eds). New York: The Free Press.
Kremer, J. F., & Stephens, L. (1983). Attribution and arousal as mediators of mitigations effect on retaliation. Journal of Personality and Social Psychology, 45, 335-343.
Kubiszyn, T., & Borich, G. (1996). Educational testing and measurement: Classroom application and practice(5th ed.) . New York : HarperCollins College Publishers.
Landau, E. (1976). Children ask questions about the future of mankind. In J. Gibson & P. Chennells(Eds.), Gifted children: Looking to their future(pp. 268-275). London: Latimer.
Lenz, K., & Rurruss, J. D. (1994). Meeting affective needs through summer academic experiences. Roeper Review, 17(1), 51.
Leventhal, H., & Tomarken, A. J. (1986). Emotion: Today’s problems. Annual Review of Psychology, 37, 565-610.
Lewis, M., & Michalson, L. (1985). The gifted infant. In J. Freeman(ed.), The psychology of gifted children(pp. 35-57). Chichester, England: Wiley.
Lewis, R. B. (1992). Psychological intensities in gifted adults. Roeper Review, 15(1), 25-31.
Liwag, M. D., & Stein, N. L. (1995). Children’s memory for emotional events: The importance of emotion-related retrieval cues. Journal of Experimental child Psychology, 60(1), 2-31.
Lovecky, D. V. (1994). Exceptionally gifted children: Different minds. Roeper Review, 17(2), 116-120.
May, K. M. (1994). A developmental view of a gifted child’s social and emotional adjustment. Roeper Review, 17(2), 105-109.
Mayer, J. D. (1995). Mood-dongruent memory and natural mood: New evidence. Personality and Social Psychology Bulletin, 21(7), 736-746.
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence. In P. Salovey, & D. Sluyter(Eds.), Emotional development and emotional intelligence: Educational implications(pp. 3-31). New York: Basic Books.
McAllister, T. W. (1981). Cognitive functioning in the affective disorders. Comprehensive Psychiatry, 22(6), 572-586.
Mcvey, M. D. (1992). Analogical transfer: Are there performance differences among high-ability students? [CD-ROM]. Abstract from: ProQuest File: Dissertation Abstracts Item: 9221644
Mendaglio, S. (1993). Sensitivity: Bridging affective characteristics and emotions. Journal of Secondary Gifted Education , 5(1), 10-13.
Mendaglio, S. (1994). Giftted sensitivity to criticism. Gifted Child Today , 17(3), 24-25.
Mendaglio, S. (1995). Sensitivity among gifted persons: A multi-faceted perspective. Roeper Review, 17(3), 169-172.
Moon, S. M. (1994a). Using the Purdue Three-Stage Model: Developing talent at the secondary level. Journal of Secondary Gifted Education, 5(2), 31-35.
Moon, S. M. (1994b). Long-term effects of an enrichment program based on the Purdue Three-Stage Model. Gifted Child Quarterly, 38(1), 38-48.
Newton, A. C. (1993). Meaning perspectives, transformation, and emotional education. [CD-ROM]. Abstract from: ProQuest File: Dissertation Abstracts Item: MM86959
Olivier, A. (1995). Empowering parents of high ability children─Step 1: Identifying their needs. Gifted Education International , 11(1), 59-64.
Osborn, J. (1996). Special educational needs of gifted and talented children. (ERIC Document Reproduction Service No. ED 400 650).
Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102, 357-389.
Parker, J. P. (1989). Instructional strategies for teaching the gifted. Needham, MA: Allyn and Bacon.
Parker, W. D. (1996). Psychological adjustment in mathematically gifted students. Gifted Child Quarterly, 40(3), 154-157.
Peterson, J. S., & Espeland, P. (1993). Talk with teens about self and stress: 50 guided discussions for school and counseling groups. Minneapolis, MN: Free Spirit.
Peterson, J. S. (1996). The breakfast club: Poetry and pancakes. Gifted Child Today , 19(4), 49.
Phillips, M. L. (1992). Humour as a moderator of negative affect experienced within an evaluative context. [CD-ROM]. Abstract from: ProQuest File: Dissertation Abstracts Item: NN75768
Piechowski, M. M. (1997). Emotional giftedness: The measure of intrapersonal intelligence. In N. Colangelo & G. A. Davis(Eds.), Handbook of Gifted Education(2nd ed.) (pp. 366-381). Boston, MA: Allyn & Bacon.
Plutchik, R.(1980). Emotion: A psychoevolutionary synthesis. New York: Harper & Row.
Plutchik, R., & Kellerman, H.(1989). The Measurement of Emotions.(Eds.), Emotion, theory, research, and experience(Vol.4). San Diego, CA: Academic Press.
Poff, T. A. (1993). Cognition and the arts: implications for school curriculum. [CD-ROM]. Abstract from: ProQuest File: Dissertation Abstracts Item: 1353993
Renzulli, J. S. (1977). The enrichment triad model: A guide for developing defensible programs for gifted and talented. Mansfield, CT: Creative Learning Press.
Renzulli, J. S. (1986). The three-ring conception of giftedness: a developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson(Eds.), Conceptions of giftedness(pp. 53-92). Cambridge: Cambridge University Press.
Renzulli, J. S. (1992). Setting an agenda: Research priorities for the gifted and talented through the year 2000. CT: National Research Center on the Gifted and Talented.
Restak, R. (1995). Brainscapes. New York: Hyperion.
Rimm, S. B. (1993). Gifted kids have feelings too. Gifted Child Today, 16(1), 20-24.
Roberts, S. M., & Lovett, S. B. (1994). Examining the “F” in gifted: Academically gifted adolescents’ physiological and affective responses to scholastic failure. Journal for the Education of the Gifted, 17(3), 241-259.
Rosch, E. (1992). Cognitive psychology. In J. Hayward & F. Varela F. J. (Eds.). Gentle bridges: Conversations with the Dalai Lama on the sciences of mind(pp. 153-211). Boston: Shambhala.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211.
Samples, R. D. (1995). Parenting as the birthplace of leadership. [CD-ROM]. Abstract from: ProQuest File: Dissertation Abstracts Item: 9543006
Scheier, M. F., & Carver, C. S. (1985). Optimism, coping, and health: Assessment and implications of generalized outcome expectancies. Health Psychology, 4, 219-247.
Seligman, M. E. P. (1991). Learned optimism. New York: Alfred A. Knnopf.
Seligman, M. E. P. (1995). The optimistic child. New York: Harper Perennial.
Shieh, B. L. (1994). Affective information and affect-cognition interaction: Mood and emotion. [CD-ROM]. Abstract from: ProQuest File: Dissertation Abstracts Item: 9601061
Silverman, L. K. (1983). Personality development: The pursuit of excellence. Journal for the Education of the Gifted, 6(1), 5-19.
Silverman, L. K. (1993). Valuing parents. (ERIC Document Reproduction Service No. ED 375 600).
Silverman, L. K. (1994). The moral sensitivity of gifted children and the evolution of society. Roeper Review, 17(2), 110-116.
Smekal, V. (1972). The basic dimensions of emotivity in respect to their diagnostic. Studia Psychologica, 14(4), 287-293.
Smith, D. (1995). Social giftedness: its characteristics and identification. Gifted Education International, 11(1), 24-30.
Sowa, C. J. (1994). Social and emotional adjustment themes across gifted children. Roeper Review, 17(2), 95-98.
Spear, T. J. (1996). The effect of bibliotherapy on the self-esteem of the gifted child. [CD-ROM]. Abstract from: ProQuest File: Dissertation Abstracts Item: 1380914
Sternberg, R. J. (1985a). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
Sternberg, R. J. & Davidson, J. E. (1985b). Cognitive development of the gifted and talented. In F. D. Horowitz & M. O’Brien (Eds.), The gifted and talented: Developmental perspectives. Washington, D C: American Psychological Association.
Sternberg, R. J. (1986a). Intelligence applied: Understanding and increasing your intellectual skills. San Diego: Harcout Brace Jovanovich.
Sternberg, R. J. (1986b). Practical intelligence. American Journal of Socialogy, 36, 263-269.
Sternberg, R. J. (1988). The triarchic mind. New York: Viking.
Stewart, E. D. (1985). Social studies. In R. H. Swassing (Ed.), Teaching gifted children and adolescents(pp. 233-275). Columbus, OH: Merrill.
Strongman, K.T.(1987). The psychology of emotion(3rd ed.). New York : John Wiley & Sons.
Taylor, C. W. (1986). The growing importance of creativity and leadership in spreading gifted and talented programs world-wide. Roeper Review, 8(4), 256-263.
Tidwell, R. (1980). Gifted students’ self-images as a function of identification procedure, race, and sex. Journal of Pediatric Psychology, 5(1), 57-69.
Tindall, J. A., & Salmon, S. (1993). Feelings: The 3 Rs─Receiving, Reflecting, Responding. Muncie, IN: Accelerated Development.
Tolan, S. (1994). Discovering the gifted ex-child. Roeper Review, 17(2), 134-138.
Tomlinson, C. A. (1995). Gifted learners and the middle school: Problem or promise? ERIC Digest #E535.(ERIC Document Reproduction Service No. ED 386 832).
Warren, V. J. (1992). Recognition of facial expression of emotion by persons with mental retardation and symptoms of depression. [CD-ROM]. Abstract from: ProQuest File: Dissertation Abstracts Item: 9211245
Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag.
Whitmore, J. R. (1980). Giftedness, conflict, and underachievement. Boston, MA: Allyn & Bacon.
Whitmore, J. R. (1988). Gifted children at risk: For learning difficulties. Teaching Exceptional Children, 20(4), 10-14.
Williams, F. (1970). Classroom ideas for encouraging thinking and feeling. Buffalo, New York : D.O.K. Publisher.
Zastrow, C. (1984). How to manage stress. Indian Journal of Social Work, 44(4), 365-375.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
系統版面圖檔 系統版面圖檔