參考書目
中文部分
王文科(民83)。臺灣地區國民中小學特殊教育發展指標之研究(Ⅰ)─ 啟智教育部分。國立彰化師範大學特殊教育學系。
王保進(民88)。視窗版SPSS與行為科學研究。台北:心理。
林清山(民77)。多變項分析統計法。台北:東華。
邱皓政(民89)。量化研究與統計分析。台北:五南。
周文賢(民91)。多變量統計分析 SAS/STAT使用方法。台北:智勝。
洪幸妙(民86)。大學生生活滿意度及其影響因素之研究。國立彰化師範大學輔導研究所未出版之碩士論文。柯華崴(民80)。青年期的人格發展與適應。載於蔡幸玲(主編),發展心理學(483-508頁)。台北:心理。
張芝萱(民84)。國民小學資優生學習動機、學習認知、學習方式偏好與學校生活素質感之相關研究。新竹師院國民教育研究所論文集,1,87-113。張春興(民85)。教育心理學:三元取向的理論與實踐。台北:東華。
張紹勳、張紹評、林秀娟(民89)。多變量統計分析 SPSS for Windows。台北:松崗。
張勝成(民86)。臺灣地區身心障礙青年的「學校生活素質」研究。行政院國家科學委員會補助專題研究報告(NSC 86-2413-H018-013-F8)。
教育大辭書編篡委員會主編(民89)。教育大辭書。台北:文景。
顏慶祥、湯維玲主編(民83)。教育百科辭典。台北:五南。
教育部(民90)。《特殊教育法》。台北:教育部。
教育部(民91)。《身心障礙及資賦優異學生鑑定標準》。台北:教育部。
教育部特殊教育工作小組(民91)。九十學年度特殊教育學校、中小學特教班名冊。台北:教育部。
教育部特殊教育通報網(民92年1月16日)。各縣市國中階段資優學生統計【公告】。台北:教育部。民92年2月10日 ,取自:http://www.set.edu.tw/frame.asp.
教育部統計處(民91)。台灣地區中等以下各級學校學生學習及生活概況調查摘要報告(九十學年度第二學期)。台北:教育部。
莊明貞(民74)。國中學生學校生活素質與學校適應行為的關係。行政院國家科學委員會補助專題研究報告(NSC 0103-H-74-493)。
許照庸(民74)。台北縣國中學生學校生活素質之調查研究。教育研究所集刊,27,281-290。
陳正昌、程炳林(民87)。SPSS、SAS、BMDP統計套裝軟體在多變量統計上的應用。台北:五南。
陳淑美(民80)。青年期的身體與性的發展。載於蔡幸玲(主編),發展心理學(459-482頁)。台北:心理。
黃慧真(譯)(民83)。發展心理學:人類發展。台北:桂冠。
楊國樞(民70)。生活素質的心理學觀。生活素質層面探討論文集,1,12-21。明德基金會生活素質研究中心。
楊彩雲(民91)。高雄縣國中學習障礙學生學校生活素質之研究。國立彰化師範大學特殊教育研究所未出版之碩士論文計畫。謝龍卿(民92)。青少年生活壓力、網路成癮與攻擊行為及其相關因素之研究。國立彰化師範大學教育研究所未出版之碩士論文。
薛承泰(民92)。台灣地區婚姻的變遷與社會衝擊。國改研究報告,社會(研)092-005號。民92年5月27日,取自:http://www. npf. org. tw/ PUBLICATION/ SS/ 092/ SS-R-092-005.htm.
英文部分
Alreck, P. L., & Settle, R. B. (1995). Survey research handbook (2nd ed.). Boston: Irwin McGraw-Hill.
Ash, C., & Huebner, E. S.(1998). Life satisfaction of gifted middle-school children. School Psychology Quarterly, 13(4), 310-21.
Banjamin, M. (1994). The quality of student life: Toward a coherent conceptualization. Social Indicator Research, 31, 205-64.
Clark, B.(1988). Growing up gifted (3rd ed.). Columbus: Merrill.
Cohen, J. (1988). Statistic power analysis for the behavior sciences (2nd ed.). NJ: Erlbaum.
Delisle, J. R. (1997).Gifted adolescents: Five steps toward understanding and acceptance. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 475-83). Boston: Allyn & Bacon.
Epstein, J. L., & McPartland, J. M.(1976). The concept and measurement of the quality of school life. American Educational Research Journal, 13(1), 15-30.
Epstein, J. L.(1981). Introduction and overview. In J. L. Epstein (Ed.), The quality of school life (pp. 1-17). Washington, D.C.: Health and Company.
Evans, E. D. & Marken, D. (1982). Multiple outcome assessment of special class placement for gifted students: A comparative study. Gifted Child Quarterly, 26(3), 126-31.
Evans, D. R.(2001). Quality of life. In W. E. Craighead & C. B. Nemeroff (Eds.)., The Corsini encyclopedia of psychology and behavioral science (3rd ed., pp. 1360-61). New York : Wiley.
Fowler, F. J.(1984). Survey research methods. London: Sage.
Gentry, M., Gable, R. K., & Springer, P.(2000). Gifted and nongifted middle school students: Are their attitudes toward school different as measured by the new affective instrument, my class activities...? Journal for the Education of the Gifted, 24(1), 74-95.
Gentry, M., Rizza, M. G., & Gable, R. K. (2001). Gifted students'' perceptions of their class activities: Differences among rural, urban, and suburban student attitudes. Gifted Child Quarterly, 45(2), 115-29.
Gentry, M., Rizza, M. G., & Owen, S. V. (2002). Examining perceptions of challenge and choice in classrooms: the relationship between teachers and their students and comparisons between gifted students and other students. Gifted Child Quarterly, 46(2), 145-55.
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis. (5th ed.). New Jersey: Prentice Hall.
Hoekman, K., McCormick, J., & Gross, M. (1999). The Optimal context for gifted students: A preliminary exploration of motivational and affective considerations. Gifted Child Quarterly, 43(3), 170-93.
Karatzias, A., Power, K.G., Swanson, V. (2001). Quality of school life: Development and preliminary standardization of an instrument based on performance indicators in Scottish secondary schools. School Effectiveness and School Improvement, 12, 265-84.
Karatzias, A., Power, K. G., Flemming, J., Lennan, F., & Swanson, V. (2002). The role of demographics, personality variables and school stress on predicting school satisfaction/dissatisfaction: Review of the literature and research findings. Educational Psychology, 22, 33-50.
Malin, A., & Linnakyla, P. (2001). Multilevel modelling in repeated measures of the quality of Finnish school life. Scandinavian Journal of Educational Research, 45(2), 145-66.
Peterman, A. H. & Cella, D. (2000). Quality of life. In A. E. Kazdin (Ed.), Encyclopedia of psychology (pp. 491-95). Washington, D.C.: American Psychological Association.
Regis, S. L. (1986). Self-concept, school satisfaction, and teacher attitudes with intellectually gifted elementary students in regular and special class placement (Doctoral dissertation, Pennsylvania State University, 1986). Dissertation Abstracts International, 47, 11.
Sapsford, R. (1999). Survey research. London: Sage.
Scheerer, H. (1979). The quality of school life in experimental and traditional schools in Western Germany. (ERIC Document Reproduction Service No. ED170230)
Shields, C. M. (2002). A comparison study of student attitudes and perceptions in homogeneous and heterogeneous classroom, Roeper Review, 24(3), 115-19.
Van Tassel-Baska, J., Willis, G. B., & Meyer, D. (1989). Evaluation of a full-time self-contained class for gifted students, Gifted Child Quarterly, 33(1), 7-10.
Williams, T. (1981). The quality of school life. (ERIC Document Reproduction Service No. ED208523)
Zeidner, M. & Schleyer, E. J. (1999). Educational setting and the psychological adjustment of gifted students. Studies in Educational Evaluation, 25(1), 33-46.