學術性向資優青少年之情緒智力、班級人際關係與學習投入的關係：一個雙中介因子模型之研究

Investigating the Relationships among Emotional Intelligence, Classroom Relations, and Student Engagement in Academically Gifted Adolescents: A Two-mediator Model

在本研究中，作者主要關注於學術性向資優青少年的情緒智力、班級人際關係（師生和同儕關係）與學習投入之間所存在之因果影響與可能機制。故根據相關文獻提出研究假設，建構了一個情緒智力、師生關係、同儕關係以及學習投入的雙中介因子模型。此理論模型主張學術性向資優青少年的情緒智力能正向影響其在資優資源班之師生和同儕關係以及學習投入，且其情緒智力對學習投入的影響中，師生和同儕關係扮演著中介角色。本研究採用問卷調查法，樣本來自桃園市七所國民中學的學術性向資優資源班共205位資優學生。為檢驗樣本資料是否與假設模型之間達到適配，作者利用AMOS軟體進行結構方程模型之分析。研究結果支持所提出的理論模型，顯示在學術性向資優資源班，資優青少年的人際關係，於情緒智力與學習投入之間，具部分中介效果。作者亦針對研究發現提出在資優教育實務上的意涵與建議。 In this study, the author paid particular attention to the possible mechanisms and the causal relationships among emotional intelligence, classroom relations (including teacher-student relationships and peer relationships) and student engagement in academically gifted adolescents. On the basis of the literature, the author proposed a two-mediator model suggesting that gifted adolescents' emotional intelligence would facilitate their classroom relations and engagement in gifted resource classroom, and both teacher-student relationships and peer relationships would play the mediating roles in the association between emotional intelligence and student engagement. A questionnaire survey of academically gifted students was conducted by the author. Quantitative data were collected from 205 gifted adolescents in 7 junior high schools in Taoyuan City. To evaluate the fit between the collected data and proposed model, structural equation modeling based on AMOS software was used to analyze the data. The results supported the assumed model and revealed that, in academically gifted resource classroom, the link between students' emotional intelligence and engagement was partially mediated by students' teacher-student relationships as well as their peer relationships. Implications and potential practices for gifted education are also discussed.