單一性別或男女合班：公立高中數理資優生的學業自我概念、性別刻板印象與心理健康

Single-Sex or Co-Education: Difference in Academic Self-Concept, Gender Stereotype and Mental Health of Gifted Students in Public Senior High Schools

單一性別教育是一個多所討論且值得關注的教育議題。本研究目的是以班級性別環境為脈絡探討高中數理資優男女學生在自我概念、性別刻板印象與心理健康之差異情形。本研究採用「臺灣教育長期追蹤資料庫」問卷資料，第三波及第四波調查中之公立高中數理資優學生爲樣本，計有效樣本爲525人，女生共179人（女生班72人），男生共346人（男生班104人）。研究結果發現：一、在控制第三波數學成績後，數理資優女生在單一與混合性別環境之學業自我概念未達顯著差異。二、在控制第三波數學成就後，數理資優男生於單一性別環境之學業性自我概念顯著高於混合性別環境。三、數理資優男、女生於單一與混合性別環境之學習的性別刻板印象未達顯著差異。四、在控制第四波數學成就後，數理資優男、女生在單一與混合性別環境之心理健康皆未達統計上之顯著差異。本研究將依據上述研究結果提出相關結論與建議以供參考。

The choice of single-sex or co-ed classes is an issue to be discussed frequently. The main purpose of this study was to investigate the difference between environmental factors （single-sex or co-ed classes）on the academic self-concept, gender stereotype and mental health, respectively, for gifted students in public senior high schools in Taiwan. Totally 525 students were selected from Taiwan Education Panel Survey（TEPS, 179 girls（72 female students from single-sex classes）and 346 boys (104 male students from single-sex classes）. The main findings of this study are as follows:
1. Controlling for wave 3 mathematics performance, no significant difference was found in female students between single-sex and co-ed classes on academic self-concept.
2. Controlling for mathematics performance, male students from single-sex classes had significantly higher scores in academic self-concept than that from co-ed classes.
3. No significant difference was found in the gifted high school students between single-sex and co-ed classes）on gender stereotype.
4. Controlling for wave 4 mathematics performance, no significant difference was found between single-sex and co-ed classes on mental health.
According to the above findings, some suggestions and implications for educators were also proposed.