跳到主要內容

臺灣博碩士論文加值系統

(18.97.14.86) 您好!臺灣時間:2025/02/20 05:29
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

: 
twitterline
研究生:許芮瑄
研究生(外文):HSU, JUI-HSUAN
論文名稱:高中資優班學生完美主義與情緒智商相關之研究
論文名稱(外文):The Relationship Between Perfectionism and Emotional Intelligence of High School Gifted Students
指導教授:賴翠媛賴翠媛引用關係
指導教授(外文):Lai, Tsuei-yuan
口試委員:侯禎塘吳訓生賴翠媛
口試委員(外文):Hou, Chen TangWu, Shun-shengLai, Tsuei-yuan
口試日期:2022-06-27
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系資賦優異教育碩士班
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:2022
畢業學年度:110
語文別:中文
論文頁數:152
中文關鍵詞:高中資優生情緒智商情緒智力完美主義
外文關鍵詞:Gifted student in senior high schoolEmotional intelligencePerfectionism
相關次數:
  • 被引用被引用:0
  • 點閱點閱:264
  • 評分評分:
  • 下載下載:55
  • 收藏至我的研究室書目清單書目收藏:1
本研究旨在了解高中資優班學生完美主義與情緒智商之現況,探討高中資優生完美主義與情緒智商之間的相關性。研究對象係以臺灣中部地區高中資優班學生為母群,採立意抽樣得247份正式研究樣本。所得資料經獨立樣本t考驗、單因子變異數分析、典型相關、逐步迴歸分析後得諸以下結論:
一、高中資優班學生之完美主義表現具有對自我高標準要求與做事偏好組織性之傾向,而對自我情緒智商之情緒感知能力較為良好。
二、高中資優班女性在完美主義特質中對自我要求以及生活上對秩序與組織的要求比男性來得更高。
三、語文資優班學生較數理資優班學生更具完美主義特質中的高度自我要求以及對秩序與組織的要求,且語文資優班學生之情緒感知能力亦較數理資優班學生高。
四、高中三年級資優班學生在情緒智商中「情緒的管理與運用」的表現顯著優於高中二年級資優班學生。
五、不同出生序、不同家長教養方式之高中資優班學生於完美主義以及情緒智商表現上皆沒有明顯區別。
六、在求學過程中參加過情緒理解與情緒管理相關情意課程之高中資優班學生在情緒智商表現上優於未參加者。
七、高中資優班學生之情緒智商與完美主義具有低度相關。
八、情緒智商各面向對高中資優班學生之完美主義具有低度預測力。

The present research explores (a) the current situation of perfectionism and emotional intelligence in senior high school gifted students with different background variables, (b) the relationships between emotional intelligence and perfectionism in senior high school gifted students, and (c) determine the extent to which emotional intelligence is a predictor variable for perfectionism among these senior high school gifted students. The participants were senior high school gifted students from central Taiwan. There were 247 effective samples analyzed by the methods of descriptive statistics analysis, t-test, one-way ANOVA, Correlation Analysis, and Regression Analysis to reach the following conclusions:
1. high school gifted students have a tendency to perform high self-standard and organization in their perfectionism. As well as they have well emotional perception ability.
2. Females have higher self-demand stander and more requirements for order and organization than males.
3. Compared with the gifted students in mathematics, the gifted students in language have higher self-demand stander, more requirements for order and organization, and higher emotional perception ability.
4. The performance of the twelfth-grade students in emotional management is significantly better than which of the eleventh-grade students.
5. There is no significant difference in perfectionism and emotional intelligence among senior high school gifted students with different birth orders and parenting styles.
6. Gifted students who have participated in the courses about emotional understanding and emotional management have better performance of emotional intelligence than non-participants.
7. There is a significant correlation between emotional intelligence and perfectionism among gifted students.
8. Emotional intelligence is a low predictor variable for perfectionism among gifted students.

目錄
摘要I
Abstract III
誌謝V
目錄VI
表目錄VIII
圖目錄X
第一章 緒論1
第一節 研究動機1
第二節 研究目的與待答問題4
第三節 名詞釋義5
第二章 文獻探討9
第一節 情緒智商之意義及測量9
第二節 完美主義之意義及測量19
第三節 情緒智商與完美主義之相關研究48
第三章 研究方法61
第一節 研究架構61
第二節 研究對象61
第三節 研究工具64
第四節 資料處理77
第五節 研究程序78
第四章 研究結果81
第一節 高中資優班學生完美主義與情緒智商現況分析81
第二節 不同背景之高中資優班學生完美主義與情緒智商之差異分析84
第三節 高中資優班學生完美主義與情緒智商之相關性分析102
第四節 高中資優班學生之情緒智商對完美主義之預測情形分析104
第五節 綜合討論107
第五章 研究結論與建議119
第一節 研究結論119
第二節 建議122
參考文獻126
一、中文部分126
二、西文部分128
附錄一:預試問卷143
附錄二:正式問卷148
附件三:量表授權同意書152

表目錄
表 2-1 各家學者對情緒智商之定義10
表 2-2 Mayer與Salovey的四種能力結構17
表 2-3 各學者完美主義分類35
表 2-4 各研究者的完美主義量表所建構之向度41
表 2-5 完美主義量表的向度對應46
表 3-1 中部地區(臺中市及彰化縣)高級中學之學術性向資優班統計62
表 3-2 研究樣本基本資料統計表64
表 3-3 專家學者名單65
表 3-4 完美主義量表預試題目與向度對照表67
表 3-5 「完美主義量表」項目分析摘要表68
表 3-6 「完美主義量表」題項刪除後的Cronbach’s α值69
表 3-7 「完美主義量表」Cronbach's α值摘要表70
表 3-8 情緒智商量表預試題目與向度對照表71
表 3-9 「情緒智商量表」項目分析摘要表72
表 3-10 「情緒智商量表」題項刪除後的Cronbach’s α值73
表 3-11 「情緒智商量表」Cronbach's α值摘要表74
表 3-12 新舊題號變動整理表75
表 3-13 正式問卷題項與分量表之對照表76
表 4-1 完美主義各向度之描述性統計摘要83
表 4-2 情緒智商各向度之描述性統計摘要84
表 4-3 高中資優班學生生理性別於完美主義之差異摘要表85
表 4-4 高中資優班學生資優類別於完美主義之差異摘要表86
表 4-5 高中資優班學生年級於完美主義之單因子變異數分析摘要表87
表 4-6 高中資優班學生出生序於完美主義之單因子變異數分析摘要表88
表 4-7 高中資優班學生家長教養方式於完美主義之單因子變異數分析摘要表90
表 4-8 高中資優班學生是否參加過相關情意課程於完美主義之差異摘要表92
表 4-9 高中資優班學生生理性別於情緒智商之差異摘要表93
表 4-10 高中資優班學生資優類別於情緒智商之差異摘要表94
表 4-11 高中資優班學生年級於情緒智商之單因子變異數分析摘要表95
表 4-12 高中資優班學生出生序於情緒智商之單因子變異數分析摘要表96
表 4-13 高中資優班學生家長教養方式於情緒智商之單因子變異數分析摘要表98
表 4-14 高中資優班學生是否參加過相關情意課程於情緒智商之差異摘要表100
表 4-15 完美主義與情緒智商之相關性分析摘要103
表 4-16 高中資優班學生完美主義各向度逐步回歸分析摘要表104

圖目錄
圖 3-1 研究架構圖61

一、中文部分
李建承(2010)。國中資優生挫折容忍力、完美主義與自殺意念之相關研究。國立高雄師範大學特殊教育學系碩士論文。取自https://hdl.handle.net/11296/x34chm
汪菀菲(2019)。高中學術性向資優學生幽默風格與情緒智力及生涯自我效能之相關研究。國立臺灣師範大學特殊教育學系碩士論文。取自https://hdl.handle.net/11296/cksfgb
吳明隆(2007)。SPSS操作與應用:問卷統計分析實務(初版)。五南。
吳明隆(2014)。論文寫作與量化研究(四版)。五南。
吳淑敏(2021)。彰化市國民小學高年級學生情緒智力與幸福感之研究。國立彰化師範大學教育研究所碩士論文,彰化縣。 取自https://hdl.handle.net/11296/66j8zg
陳沁怡(2000)。「情緒智力量表(EQS)」之編製:信效度考驗與初步常模建立(E87115)【原始數據】,中央研究院人文社會科學研究中心調查研究專題中心學術調查研究資料庫。 doi:10.6141/TW-SRDA-E87115-1
陳詠紅(2012)。資優中學生的完美主義性格傾向與其因應策略之相關研究。國立暨南國際大學輔導與諮商系碩士論文。取自https://hdl.handle.net/11296/bfm383
許苔意(2017)。青少年父母教養方式、雙元自主發展與完美主義傾向之相關研究。國立高雄師範大學諮商心理與復健諮商研究所碩士論文。 取自https://hdl.handle.net/11296/f99zmr
陳紅連(2018)。高中職學生情感支持型家庭教養、情緒智力、人際關係與主觀幸福感相關之研究。國立高雄師範大學教育學系博士論文。 取自https://hdl.handle.net/11296/zb626q
陳怡君(2021)。國小高年級學童家庭教養態度、情緒智力與幸福感之相關研究—以新北市為例。中國文化大學生活應用科學系碩士在職專班碩士論文。 取自https://hdl.handle.net/11296/9xw2pv
陳正嘉、柯慧貞、林旻沛、周鉦翔、陳廣圻(2011)。中文版多向度完美主義量表之心理計量分析。中華心理衛生學刊,1,61-96。 取自https://doi.org/10.30074/FJMH.201103_24(1).0003
陳李綢(2008)。中學生情緒智慧測量與適應性指標研究。教育心理學報,39,61-81。
張勝衍(2013)。國中學生父母教養方式、情緒智力與學校生活適應關係之研究。國立彰化師範大學輔導與諮商學系所碩士論文。 取自https://hdl.handle.net/11296/677n2g
張偉誠(2018)。台灣青少年完美主義傾向、權力需求與生活盼望感之相關研究。國立高雄師範大學諮商心理與復健諮商系碩士論文。取自https://hdl.handle.net/11296/b2t865
劉怡婷(2014)。國中音樂資優班學生完美主義與學業挫折容忍力、人際挫折容忍力之相關研究。國立高雄師範大學諮商心理與復健諮商研究所碩士論文。 取自https://hdl.handle.net/11296/5qt986
蔡敏瑛(2009)。國中資優學生父母教養方式、自我效能與完美主義類型之研究。國立高雄師範大學特殊教育學系碩士論文。取自https://hdl.handle.net/11296/p57n85
鄭芷璇(2016)。基隆市國中生完美主義與生涯決策自我效能之調查研究。國立臺灣海洋大學教育系碩士論文。取自https://hdl.handle.net/11296/r8gydm
盧美妏(2019)。華人完美主義類型的檢驗──以中國大陸樣本為例。臺灣師範大學教育心理與輔導學系。
鍾德翰(2017)。國民中學資優生家庭教養方式與情緒智力之研究。國立彰化師範大學特殊教育學系碩士論文。 取自https://hdl.handle.net/11296/42y7gv


二、西文部分
Adderholdt-Elliot, M. (1991). Perfectionism and the gifted adolescent. In M. Bireley & J. Genshaft (Eds.), Understanding the gifted adolescents: Educational, developmental, and multicultural issues (pp. 65-75). New York: Teachers College Press.
Albano, A. R. (2011). The relationship among perfectionism, life satisfaction, and socio-emotional variables in gifted children. New York.
Ansbacher, H. L., & Ansbacher, R. R. (Eds.). (1956). The individual psychology of Alfred Adler. Harper & Row: New York.
Adderholdt-Elliott, M., & Goldberg, J. (1999). Perfectionism: What’s bad about being so good. Minneapolis. Minnesota.
Abdollahi, A., Hosseinian, S., Panahipour, H., Najafi, M., & Soheili, F. (2019). Emotional intelligence as a moderator between perfectionism and happiness. School Psychology International, 40(1), 88-103.
Averill, J. R., & Nunley, E. P. (1992). Voyages of the heart: Living an emotionally creative life. New York: Free Press.
Adkins, K. K., & Parker, W. (1996). Perfectionism and suicidal preoccupation. Journal of Personality and Social Psychology, 64, 529–543.
Aunola, K., Stattin, H., & Nurmi, J. E. (2000). Parenting styles and adolescents' achievement strategies. Journal of Adolescence, 23(2), 205-222.
Ashby, J. S., LoCicero, K. A., & Kenny, M. C. (2003). The relationship of multidimensional perfectionism to psychological birth order. Journal of Individual Psychology, 59(1), 42–51.
Ashby, J. S., Rahotep, S. S., & Martin, J. L. (2005). Multidimensional perfectionism and Rogerian personality constructs. Journal of Humanistic Counseling, Education & Development, 44(1), 55–65. https://doi.org/10.1002/j.2164-490X.2005.tb00056.x
Antony, M. M., & Swinson, R. P. (2009). When perfect isn’t good enough: Strategies for coping with perfectionism. Oakland, California.
Abdollahi, A., & Talib, M. A. (2015). Emotional intelligence moderates perfectionism and test anxiety among Iranian students. School Psychology International, 5(3), 1–15.
Beck, A. T. (1976). Cognitive therapy and the emotional disorders. New York: International Universities Press.
Burns, D. D. (1980). The perfectionist’s script for self-defeat. Psychology Today. 14(6), 34–52.
Buck, R. (1984). The communication of emotion. New York: Guilford.
Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11, 56-95.
Blatt, S. J. (1995). The destructiveness of perfectionism: Implications for the treatment of perfectionism. American Psychologist, 50, 1003–1020.
Baker, J. A. (1996). Everyday stressors of academically gifted adolescents. Journal of Secondary Gifted Education, 7, 356-368.
Bar-On, R. (2000). Emotional and social intelligence: Insights from the emotional quotient inventory. In R. Bar-On & J. D. A. Parker (eds.), The Handbook of Emotional Intelligence (pp. 363–388). San Francisco: Jossey-Bass.
Brown, B. (2010). Gifts of imperfection: Let go of who you think you’re supposed to be an embrace who you are. Center City, Minnesota.
Beduna, K., & Perrone-McGovern, K. M. (2016). Relationships among emotional and intellectual overexcitability, emotional IQ, and subjective well-being. Roeper Review, 38(1), 24–31. https://doi.org/10.1080/02783193.2015.1112862
Besharat, M. A., Azizi, K., & Poursharifi, H. (2011). The relationship between parenting styles and children’s perfectionism in a sample of Iranian families. Procedia Social and Behavioural Sciences, 15, 12761279.
Bieling, P. J., Israeli, A. L., Smith, J., & Antony, M. M. (2003). Making the grade: The behavioral consequences of perfectionism in the classroom. Personality and Individual Differences, 35, 163-178.
Blankstein, K. R., Lumley, C. H., & Crawford, A. (2007). Perfectionism, hopelessness, and suicide ideation: Revisions to diathesis-stress and specific vulnerability models. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 25(4), 279-319.
Cross, T. L. (1997). Psychological and social aspects of educating gifted students. Peabody Journal of Education, 72, 180–200.
Chan, D.W. (2009). Dimensionality and typology of perfectionism: The use of the Frost Multidimensional Perfectionism Scale with Chinese gifted students in Hong Kong. Gifted Child Quarterly, 53(3), 174-187.
Chan, D. W. (2012). Life satisfaction, happiness, and the growth mindset of healthy and unhealthy perfectionists among Hong Kong Chinese gifted students. Roeper Review, 34, 224-233. doi:10.1080/02783193.2012.715333
Cross, J. R., & Cross, T. L. (2015). Clinical and mental health issues in counseling the gifted individual. Journal of Counseling & Development, 93(2), 163-172.
Chang, E.C., & Ran, K. L. (2000). Perfectionism as a predictor of subsequent adjustment: Evidence for a specific diathesis-stress mechanism among college students. Journal of Counseling Psychology, 47(1), 129-137.
Casino-García, A. M., Llopis-Bueno, M. J., & Llinares-Insa, L. I. (2021). Emotional intelligence profiles and self-esteem/self-concept: An analysis of relationships in gifted students. International Journal of Environmental Research and Public Health, 18(3), 1006.
Dabrowski, K. (1964). Positive disintegration. Boston, Massachusetts.
Dabrowski, K. (1972). Psychoneurosis is not an illness. London, England: Gryf.
Denham, S. A. (1998). Emotional development in young children. New York: Guilford.
Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
Devakumar, M. (2012). A study of adversity quotient of secondary school students in relation to their academic self-concept and achievement motivation. Unpublished Ph. D. Thesis. Mumbai, India: University of Mumbai.
Dunkley, D. M., Blankstein, K. R., Halsall, J., Williams, M., & Winkworth, G. (2000). The relation between perfectionism and distress: Hassles, coping, and perceived social support as mediators and moderators. Journal of Counseling Psychology, 47, 437-453.
Doğan, S., & Demiral, Ö. (2007). Kurumların başarısında duygusal zekânın rolü ve önemi [The Role and Importance of Emotional Intelligence on Institutions’ Success]. Yönetim ve Ekonomi: Celal Bayar Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 14(1), 209-230.
Dabrowski, K., Kawczak, A., & Piechowski, M. M. (1970). Mental growth through positive disintegration. London, England: Gryf.
DiBartolo, P., Li, C., & Frost, R. O. (2008). How do the dimensions of perfectionism relate to mental health? Cognitive Therapy and Research, 32, 401–417. doi:10.1007/s10608-007- 9157-7.
Daniels, S., & Piechowski, M. (Eds.). (2009). Living with intensity. Scottsdale, Arizona: Great Potential Press.
Damian, L. E., Stoeber, J., Negru, O., & Baban, A. (2014). Perfectionism and achievement goal orientations in adolescent school students. Psychology In The Schools, 51(9), 960971.
Dunkley, D. M., Zuroff, D. C., & Blankstein, K. R. (2003). Self-critical perfectionism and daily affect: Dispositional and situational influences on stress and coping. Journal of Personality and Social Psychology, 84, 234–252.
Easterbrook, J. A. (1959). The effects of emotion on cue utilization and the organization of behavior. Psychological Review, 66, 183–200.
Ellis, A. (1962). Reason and emotion in psychotherapy. New York: Stuart.
Enns, M. W., Cox, B. J., Sareen, J., & Freeman, P. (2001). Adaptive and maladaptive perfectionism in medical students: A longitudinal investigation. Medical Education, 35, 1034- 1042.
Erez, A., & Isen, A. M. (2002). The influence of positive affect on the components of expectancy motivation. Journal of Applied Psychology, 87, 1055-1067.
Elliot, A., & McGregor, H. (2001). A 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Ferguson, E. D. (1984). Adlerian theory. Chicago: Adler School of Professional Psychology.
Flett, G. L., Hewitt, P. L., & De Rosa, T. (1996). Dimensions of perfectionism, psychosocial adjustment, and social skills. Personality and Individual Differences, 20, 143150.
Flett, G. L., Hewitt, P. L., Blankstein, K., & Gray, L. (1998). Psychological distress and the frequency of perfectionistic thinking. Journal of Personality and Social Psychology, 75, 1363–1381.
Flett, G. L., Hewitt, P. L., Oliver, J. M., & Macdonald, S. (2002). Perfectionism in children and their parents: A developmental analysis. In G. Flett & P. Hewitt (Eds.), Perfectionism: Theory, Research, and Treatment (pp. 89–132).
Frost, R. O., Heimberg, R. G., Holt, C. S., Mattia, J. I., & Neubauer, A. L. (1993). A comparison of two measures of perfectionism. Personality and Individual Differences, 14(1), 119–126.
Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14, 449–468.
Flett, G. L., Sawatzky, D. L., & Hewitt, P. L. (1995). Dimensions of perfectionism and goal commitment: A further comparison of two perfectionism measures. Journal of Psychopathology and Behavioral Assessment, 17, 111124.
Flett, G. L., Hewitt, P. L., & Molnar, D. S. (2016). Perfectionism in health and illness from a person-focused, historical perspective. Perfectionism, health, and well-being (pp. 25-44). Springer, Cham.
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
Gross, M. U. M. (1998). The “me” behind the mask: Intellectually gifted students and the search for identity. Roeper Review, 20, 167–175.
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299.
Greenspon, T. S. (2000). “Healthy perfectionism” is an oxymoron: Reflections on the psychology of perfectionism and the sociology of science. Journal of Secondary Gifted Education, 11(4), 197-208.
Greenspon, T. S. (2000). The self experience of the gifted person: Theory and definitions. Roeper Review, 22(3), 176-181.
Greenspon, T. S. (2012). Perfectionism: A counselor’s role in a re covery process. In T. L. Cross & J. R. Cross (Eds.), Handbook for Counselors Serving Students With Gifts and Talents (pp. 597–613). Waco, Texas: Prufrock Press.
Gere, D., Capps, S., Mitchell, W., Grubbs, E., & Dunn, W. (2009). Sensory sensitivities of gifted children. The American Journal of Occupational Therapy, 63, 288–295.
Gong, X., Fletcher, K. L., & Paulson, S. E. (2017). Perfectionism and emotional intelligence: A test of the 2× 2 model of perfectionism. Personality and Individual Differences, 106, 71-76.
Horney, K. (1950). Neurosis and human growth: the struggle toward self-realization. Norton. Juster, R.-P., McEwen, B. S., & Lupien, S. J. (2010). Allostatic load biomarkers of chronic stress and impact on health and cognition. Neuroscience & Biobehavioral Reviews, 35(1), 2–16.
Hollingworth, L. S. (1926). Gifted children: Their nature and nurture. New York: The Macmillan Company.
Hollender, M. H. (1965). Perfectionism. Comprehensive Psychiatry, 6, 94–103.
Hamachek, D. E. (1978). Psychodynamics of nor mal and neurotic perfectionism. Psychology, 15, 27–33.
Hewitt, P. L., Blasberg, J. S., Flett, G. L., Besser, A., Sherry, S. B., Caelian, C., & Birch, S. (2011). Perfectionistic self-presentation in children and adolescents: Development and validation of the perfectionistic self-presentation scale-junior form. Psychological Assessment, 23(1), 125142.
Hewitt, P. L., & Flett, G. L. (1991a). Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psychopathology. Journal of Personality and Social Psychology, 60, 456–470.
Hewitt, P. L., & Flett, G. L. (1991b). Dimensions of perfectionism in unipolar depression. Journal of Abnormal Psychology, 100(1), 98-101.
Hewitt, P. L., Flett, G. L., & Mikail, S. F. (1995). Perfectionism and relationship maladjustment in chronic pain patients and their spouses. Journal of Family Psychology, 9, 335–347.
Hewitt, P. L., Flett, G. L., Besser, A., Sherry, S. B., & McGee, B. (2003). Perfectionism is multidimensional: A reply to Shafran, Cooper, and Fairburn (2002). Behaviour Research and Therapy, 41, 1221–1236.
Hill, R. W., Huelsman, T. J., Furr, R. M., Kibler, J., Vicente, B. B., & Kennedy, C. (2004). A new measure of perfectionism: The Perfectionism Inventory. Journal of Personality Assessment, 82, 80-91.
Izard, C. E. (2001). Emotional intelligence or adaptive emotions? Emotion, 1, 249-257.
Isen, A. M. (2001). An influence of positive affect on decision making in complex situations: Theoretical issues with practical implications. Journal of Consumer Psychology, 11(2), 75-85.
Kline, B. E., & Short, E. B. (1991). Changes in emotional resilience: Gifted adolescent females. Roeper Review, 13, 118-121.
Kane, M. (2009). Contemporary voices on Dabrowski’s theory of positive disintegration. Roeper Review, 31, 72-76.
Kong, D. T. (2014). Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT/MEIS) and overall, verbal, and nonverbal intelligence: Meta-analytic evidence and critical contingencies. Personality and Individual Differences, 66, 171-175.
Kochanska, G., & Coy, K. C. (2002). Child emotionality and maternal responsiveness as predictors of reunion behaviors in the Strange Situation: Links mediated and unmediated by separation distress. Child Development, 73, 228-240.
Koohbanani, S. E., Dastjerdi, R., Vahidi, T., & Far, M. H. G. (2013). The relationship between spiritual intelligence and emotional intelligence with life satisfaction among birjand gifted female high school students. Procedia-Social and Behavioral Sciences, 84, 314-320.
Kawamura, K. Y., Frost, R. O., & Harmatz, M. G. (2002). The relationship of perceived parenting styles to perfectionism. Personality and Individual Differences, 32(2), 317-327.
Lazarsfeld, S. (1991). The courage for imperfection. Individual Psychology, 47, 93-96.
Lovecky, D. V. (1994). Exceptionally gifted children: Different minds. Roeper Review, 17(2), 116-120.
LoCicero, K. A., & Ashby, J. S. (2000). Multidimensional perfectionism in middle school age gifted students: A comparison to peers from the general cohort. Roeper Review, 22(3), 182-185.
Lynd-Stevenson, R. M., & Hearne, C. M. (1999). Perfectionism and depressive affect: The pros and cons of being a perfectionist. Personality and Individual Differences, 26, 549-562.
Lee, S. Y., & Olszewski-Kubilius, P. (2006). The emotional intelligence, moral judgment, and leadership of academically gifted adolescents. Journal for The Education of The Gifted, 30(1), 29-67.
Lane, R. D., Quinlan, D. M., Schwartz, G. E., Walker, P. A., & Zeitlin, S. B. (1990). The Levels of Emotional Awareness Scale: A cognitive-developmental measure of emotion. Journal of Personality Assessment, 55, 124-134.
Missildine, W. H. (1963). Your inner child of the past. New York: Simon & Schuster.
Manaster, G. J. (1977). Birth order: An overview. Journal of Individual Psychology, 33, 3-8.
Moshman, D. (2005). Adolescent psychological development: Rationality, morality, and identity. Psychology Press.
McArdle, S. (2010). Exploring domain‐specific perfectionism. Journal of Personality, 78(2), 493-508.
Maccoby, E. E. and Martin, J. A. (1983). Socialization in the context of the family: Parent-child interaction. In Handbook of child psychology (Vol. 4, pp. 1-101), Mussen, P. H. (Ed.). New York: Wiley.
Mayer, J. D. & Mitchell, D. C. (1998). Intelligence as a subsystem of personality: From Spearman's g to contemporary models of hot processing. In W. Tomic & J. Kingma (Eds.), Advances In Cognition and Educational Practice (Vol. 5, pp. 43-75).
Mayer, J. D., Caruso, D., & Salovey, P. (2000). Selecting a measure of emotional intelligence: The case of ability scales. In R. Bar-On & J. D. A. Parker (eds.), The Handbook of Emotional Intelligence (pp. 320–342). San Francisco: Jossey-Bass.
Matthews, G., Lin, J., Zeidner, M., & Roberts, R. D. (2018). Emotional intelligence and giftedness. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA Handbook of Giftedness and Talent (pp. 585–600). American Psychological Association. https://doi.org/10.1037/0000038-038
Mitchell, P. K., Medvedev, O. N., Krägeloh, C. U., & Siegert, R. J. (2018). Rasch analysis of the Frost Multidimensional Perfectionism Scale. Australian Journal of Psychology, 70(3), 258–268. https://doi.org/10.1111/ajpy.12192
Mofield, E. L., & Parker Peters, M. (2015). The Relationship Between Perfectionism and Overexcitabilities in Gifted Adolescents. Journal for The Education of The Gifted, 38(4), 405–427. https://doi.org/10.1177/0162353215607324
Mofield, E. L., & Parker Peters, M. (2018). Shifting the perfectionistic mindset: Moving to mindful excellence. Gifted Child Today, 41(4), 177-185.
Matthews, G., Roberts, R. D., & Zeidner, M. (2004). Seven Myths About Emotional Intelligence. Psychological Inquiry, 15(3), 179–196. https://doi.org/10.1207/s15327965pli1503_01
Molnar, D. S., Reker, D. L., Culp, N. A., Sadava, S. W., & DeCourville, N. H. (2006). A mediated model of perfectionism, affect, and physical health. Journal of Research In Personality, 40, 482–500. doi:10.1016/j.jrp.2005.04.002.
Margot, K. C., & Rinn, A. N. (2016). Perfectionism in Gifted Adolescents. Journal of Advanced Academics, 27(3), 190–209. https://doi.org/10.1177/1932202X16656452
Mayer, J.D., & Salovey, P. (1997). What is emotional Intelligence? In: Salovey, P., Sternberg, R.J., Editors(1997). Emotional development and emotional intelligence: Implications for educators, New York: Basic Books.
Mayer, J.D., Salovey, P., & Caruso, D.R. (2002). Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) User’s Manual. Toronto: Multi-Health Systems.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional Intelligence: Theory, Findings, and Implications. Psychological Inquiry, 15(3), 197–215. https://doi.org/10.1207/s15327965pli1503_02
Mendaglio, S., & Tillier, W. (2006) Dąbrowski’s theory of positive disintegration and giftedness:Overexcitability research findings. Journal for The Education of The Gifted, 30(1), 68-87.
Matthews, G., Zeidner, M., & Roberts, R. D. (2012). Emotional intelligence: A promise unfulfilled. Japanese Psychological Research, 54(2), 105-127.
Neumeister, K. L. S., & Finch, H. (2006). Perfectionism in high-ability students: Relational precursors and influences on achievement motivation. Gifted Child Quarterly, 50(3), 238251.
Nowicki, S. J., & Mitchell, J. (1998). Accuracy in identifying affect in child and adult faces and voices and social competence in preschool children. Genetic. Social, & General Psychology Monographs, 124, 39-59.
Orange, C. (1997). Gifted students and perfectionism. Roeper Review, 20(1), 39-41.
Ozbaci, N. (2006). Emotional intelligence and family environment. Sosyal Bilimler Dergisi, 16(9), 169-175.
Ortony, A., Clore, G. L., & Collins, A. M. (1988). The cognitive structure of emotions. Cambridge: Cambridge University Press.
Pacht, A. R. (1984). Reflections on perfection. American Psychologist, 39, 386–390.
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.
Parker, W. D. (1998). Birth-order effects in the academically talented. Gifted Child Quarterly, 42, 29-38. doi:10.1177/001698629804200104
Parrott, W. G. (2002). The functional utility of negative emotions. In L. Feldman Barrett & P. Salovey (Eds.), The wisdom in feeling: Psychological processes in emotional intelligence (pp. 341-359). New York: Guilford.
Pyryt, M. (2008). The Dabrowskian lens: Implications for understanding gifted individuals. In S. Mendaglio (Ed.), Dabrowski’s Theory of Positive Disintegration (pp. 157–173). Scottsdale, Arizona: Great Potential Press.
Peterson, J. S. (2009). Myth 17: Gifted and talented individuals do not have unique social and emotional needs. Gifted Child Quarterly, 53, 280–282.
Petrides, K. V. (2009). Psychometric properties of the trait emotional intelligence questionnaire (TEIQue). In Assessing emotional intelligence (pp. 85-101). Springer, Boston, Massachusetts.
Phillips, A. S., Bedeian, A. G., Mossholder, K. W., & Touliatos, J. (1988). Birth order and selected work-related personality variables. Individual Psychology, 44, 492-499.
Parker, W. D., & Mills, C. J. (1996). The incidence of perfectionism in gifted students. Gifted Child Quarterly, 40(4), 194-199.
Petrides, K. V., Pérez-González, J. C., & Furnham, A. (2007). On the criterion and incremental validity of trait emotional intelligence. Cognition and Emotion, 21, 26-55. doi:10.1080/02699930601038912
Palfai, T. P. & Salovey, P. (1993). The influence of depressed and elated mood on deductive and inductive reasoning. Imagination. Cognition and Personality, 13, 57-71
Parker, W. D., & Stumpf, H. (1995). An examination of the multidimensional perfectionism scale with a sample of academically talented children. Journal of Psychoeducational Assessment, 13, 372–383.
Perrone-McGovern, K., Simon-Dack, S., Esche, A., Thomas, C., Beduna, K., Rider, K., Spurling, A., & Matsen, J. (2017). The influence of emotional intelligence and perfectionism on Error-Related Negativity: An event related potential study. Personality and Individual Differences, 111, 65–70.
Rogers, C. (1959). A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. In S. Koch (Ed.), Psychology: A study of a science. Volume 3: Formulations of the person and the social context. New York: McGraw Hill.
Roseman, I. (1984). Cognitive determinants of emotions: A structural theory. In P. Shaver (Ed.), Review of personality and social psychology: Vol. 5. Emotions, relationships, and health (pp. 11-36). Beverly Hills, California: Sage.
Rice, K. G., Ashby, J. S., & Slaney, R. B. (1998). Self-esteem as a mediator between perfectionism and depression: A structural equations analysis. Journal of Counseling Psychology, 45, 304–314. http://dx.doi.org/ 10.1037/0022-0167.45.3.304
Rice, K. G., Lopez, F. G., & Vergara, D. (2005). Parental/social influences on perfectionism and adult attachment orientations. Journal of Social and Clinical Psychology, 24, 580-605.
Rinn, A. N., & Majority, K. L. (2018). The social and emotional world of the gifted. Handbook of giftedness in children (pp. 49-63). Springer, Cham.
Simon, H. A. (1982). Comments. In M. S. Clark & S. T. Fiske (Eds.), Affect and cognition (pp. 333– 342). Hillsdale, New Jersey: Erlbaum.
Sorotzkin, B. (1985). The quest for perfection: Avoiding guilt or avoiding shame? Psychotherapy, 22, 564–571.
Schuler, P. A. (1997). Characteristics and perceptions of perfectionism in gifted adolescents in a rural school environment (Doctoral Dissertation). Connecticut.
Silverman, L. K. (1997). The construct of asynchronous development. Peabody Journal of Education, 72(3–4), 36–58.
Silverman, L. K. (1999a). Perfectionism: The crucible of giftedness. Advanced Development, 8, 47-61.
Silverman, L. K. (1999b). Perfectionism. Gifted Education International, 13, 217-225.
Saarni, C. (1999). The development of emotional competence. New York: Guilford Press.
Saami, C. (2000). Emotional competence: A developmental perspective. In R. Bar-On & J. D. A. Parker (Eds.), The handbook of emotional intelligence (pp. 68-91). San Francisco: Jossey-Bass.
Schuler, P. A. (2002). Perfectionism in gifted children and adolescents. In M. Neihart, S. Reis, N. Robinson, & S. Moon (Eds.), The social and emotional development of gifted children. What do we know? (pp. 71 -79). Waco, Texas: Prufrock.
Starley, D. (2019). Perfectionism: a challenging but worthwhile research area for educational psychology. Educational Psychology in Practice, 35(2), 121–146. https://doi.org/10.1080/02667363.2018.1539949
Sirois, F. M., & Molnar, D. S. (2016). Perfectionism, health, and well-being (p. 45). German, Cham: Springer International Publishing.
Scherer, K. R., Banse, R., & Wallbott, H. G. (2001). Emotion inferences from vocal expression correlate across languages and cultures. Journal of Cross-Cultural Psychology, 32, 76-92.
Seligman, M., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5–14. doi:10.1037/0003-066X.55.1.5.
Shafran, R., Cooper, Z., & Fairburn, C. G. (2002). Clinical perfectionism: A cognitive-behavioural analysis. Behaviour Research and Therapy, 40, 773–791. doi:10.1016/S0005-7967(01)00059- 6.
Sherry, S. B., & Hall, P. A. (2009). The perfectionism model of binge eating: Tests of an integrative model. Journal of Personality and Social Psychology, 96(3), 690.
Sherry, S. B., Law, A., Hewitt, P. L., Flett, G. L., & Besser, A. (2008). Social support as a mediator of the relationship between perfectionism and depression: A preliminary test of the social disconnection model. Personality and Individual Differences, 45, 339344.
Sheppard, L., & Hicks, R. E. (2017). Maladaptive perfectionism and psychological distress: The mediating role of resilience and trait emotional intelligence. International Journal of Psychological Studies, 9(4).
Stoeber, J., Kempe, T., & Keogh, E. J. (2008). Facets of self-oriented and socially prescribed perfectionism and feelings of pride, shame, and guilt following success and failure. Personality and Individual Differences, 44, 1506-1516. doi:10.1016/j.paid.2008.01.007
Shulman, B. H., & Mosak, H. H. (1977). Birth order and ordinal position: TWO Adlerian views. Individual Psychology, 33, 114-121.
Shafran, R., & Mansell, W. (2001). Perfectionism and psychopathology: A review of research and treatment. Clinical Psychology Review, 21, 879–906. doi:10.1016/S0272-7358(00)00072-6.
Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25(2), 167-177.
Salovey, P., Mayer, J. D., Caruso, D., & Yoo, S. H. (2009). The positive psychology of emotional intelligence. In S. J. Lopez & C. R. Snyder (Eds.), Oxford handbook of positive psychology (pp. 237–248). England, Oxford.
Schutte, N. S., & Malouff, J. M. (2011). Emotional intelligence mediates the relationship between mindfulness and subjective well-being. Personality and Individual Differences, 50(7), 1116–1119.
Stoeber, J., & Otto, K. (2006). Positive conceptions of perfectionism: Approaches, evidence, challenges. Personality and Social Psychology Review, 10(4), 295-319.
Stumpf, H., & Parker, W. D. (2000). A hierarchical structural analysis of perfectionism and its relation to other personality characteristics. Personality and Individual Differences, 28, 837–852.
Slaney, R. B., Rice, K. G., Mobley, M., Trippi, J., & Ashby, J. S. (2001). The revised almost perfect scale. Measurement and Evaluation in Counseling and Development, 34, 130–145.
Stoeber, J., & Rambow, A. (2007). Perfectionism in adolescent school students: Relation with motivation, achievement, and well being. Personality and Individual Differences, 42, 13791389.
Sironic, A., & Reeve, R. A. (2015). A combined analysis of the Frost Multidimensional Perfectionism Scale (FMPS), Child and Adolescent Perfectionism Scale (CAPS), and Almost Perfect Scale—Revised (APS-R): Different perfectionist profiles in adolescent high school students. Psychological Assessment, 27(4), 1471.
Siegle, D., & Schuler, P. A. (2000). Perfectionism differences in gifted middle school students. Roeper Review, 23(1), 39-44.
Suddarth, B. H., & Slaney, R. B. (2001). An investigation of the dimensions of perfection ism in college students. Measurement and Evaluation In Counseling and Development, 34, 157-165.
Schwean, V. L., Saklofske, D., Widdifield-Konkin, L., Parker, J. D., & Kloosterman, P. (2006). Emotional intelligence and gifted children. E-Journal of Applied Psychology, 2(2), pp-30.
Stoeber, J., & Stoeber, F. S. (2009). Domains of perfectionism: Prevalence and relationships with perfectionism, gender, age, and satisfaction with life. Personality and Individual Differences, 46, 530–535.
Sondergeld, T. A., Schultz, R. A., & Glover, L. K. (2007). The need for research replication: An example from studies on perfectionism and gifted early adolescents. Roeper Review, 29, 19-25. http://search.proquest.com/docview/206710638?accountid=7113
Schwean, V. L., Saklofske, D., Widdifield-Konkin, L., Parker, J. D., & Kloosterman, P. (2006). Emotional intelligence and gifted children. E-Journal of Applied Psychology, 2(2), pp-30.
Smith, M. M., Saklofske, D. H., & Nordstokke, D. W. (2014). The link between neuroticism and perfectionistic concerns: The mediating effect of trait emotional intelligence. Personality and Individual Differences, 61, 97-100.
Travis, R., & Kohli, V. (1995). The birth order factor: Ordinal position, social strata, and educational achievement. The Journal of Social Psychology, 135, 499–507. doi:10.1080/0022 4545.1995.9712218
Terry-Short, L. A., Owens, R. G., Slade, P. D., & Dewey, M. E. (1995). Positive and negative perfectionism. Personality and Individual Differences, 18(5), 663–668.
Ulu, I. P., & Tezer, E. (2010). Adaptive and maladaptive perfectionism, adult attachment, and big five personality traits. The Journal of Psychology, 144(4), 327340.
White, S. (2007). The link between perfectionism and overexcitabilities. Gifted and Talented International, 22, 55–65.
Weiner, B., & Kukla, A. (1970). An attributional analysis of achievement motivation. Journal of Personality and Social Psychology, 15, 1.
White, J., Campbell, L., Stewart, A., Davies, M., & Pilkington, L. (1997). The relationship of psychological birth order to career interests. The Journal of individual Psychology, 53, 89-104.
Webb, J. T., Meckstroth, E. A., & Tolan, S. S. (1982). Guiding the gifted child. Columbus, Ohio: Ohio Psychology Press.
Yadav, N. (2011). Emotional intelligence and its effects on job performance: A comparative study on life insurance sales professionals. International Journal of Multidisciplinary Research, 1(8), 248-260.
Yeşilyaprak, B. (2001). Duygusal zeka ve eğitim açısından doğurguları [The truth about emotional intelligence and education]. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 7(25), 139-146.
Yüksel, M. (2006). The relationship between emotional intelligence and performance (an application), Master Thesis, Erzurum.
Yıldız, M., Duru, H., & Eldeleklioğlu, J. (2020). Relationship Between Parenting Styles and Multidimensional Perfectionism: A Meta-Analysis Study. Educational Sciences: Theory & Practice, 20(4), 16-35.
Zeidner, M. (2017). Tentative guidelines for the development of an ability-based emotional intelligence intervention program for gifted students. High Ability Studies, 28(1), 29-41. https://doi.org/10.1080/13598139.2017.1292895
Zeidner, M., Matthews, G., Roberts, R. D., & McCann, C. (2003). Development of emotional intelligence: Towards a multi-level investment model. Human Development, 46, 69-96.
Zeidner, M., & Matthews, G. (2017). Emotional intelligence in gifted students. Gifted Education International, 33(2), 163-182.

QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
無相關期刊