國中資優生與普通生幽默風格及自尊之探究

A Study on the Humor Styles and Self-esteem of Gifted and Regular Students in Junior High School

國中學生若擁有良好的自尊，對自己有正向評價，且適當使用正向幽默來因應外在壓力，則能克服困難、順利發展。因此，本研究目的在探究中學階段不同性別的資優生與普通生在幽默風格及自尊的差異；及幽默風格對自尊的預測力。研究樣本取自全台灣北、中、南各地區，共568位國中普通生與資優生為研究對象，研究工具包含：「幽默風格量表」及「整體自尊量表」。研究結果顯示：一、在幽默風格的部分，資優生的親和型幽默顯著高於普通生，而男生在親和型、自我提升型和攻擊型幽默顯著高於女生；二、在自尊的部分，資優生顯著高於普通生，而男生顯著高於女生；三、不論資優生或普通生，其親和型、自我提升型和自我貶抑型皆能有效預測自尊，其中自我貶抑型幽默對普通生自尊的預測擁有最佳的解釋力，而自我提升型幽默則是對資優生自尊的預測擁有最佳的解釋力。本研究並根據研究結果，提出在未來研究與教育實務方面的具體建議。

If junior high school students feel positive about themselves, and they also use positive humor when they face external pressures, they can overcome difficulties and develop smoothly in their learning process. This study aimed to investigate the differences between gifted and regular students of different genders in humor styles and self-esteem; and the predictability of humor style to self-esteem in the junior high school stage.
This study employed the questionnaire survey. The instruments used in this study were ''Traditional Chinese Version of the Humor Styles Questionnaire ''and'' Self-Esteem Scale ''. The participants included 568 gifted and regular students in junior high school students from northern, central and southern Taiwan.
The main results of the study were as follows:
1. Gifted students scored significantly higher than regular student on Affiliative humor. Male students scored significantly higher than female students on Af-filiative humor, Self-enhancing humor and Aggressive humor.
2. Gifted students scored significantly higher than regular student on self-es-teem. Male students scored significantly higher than female students on self-esteem.
3. No matter gifted students or regular students, their Affiliative humor, Self-en-hancing humor and Self-defeating can effectively predict self-esteem. Self-defeating humor has the best ability of prediction for regular students' self-esteem, and Self-enhancing humor has the best ability of prediction for gifted students' self-esteem.

According to the research results, some recommendations for future research and educational practices were proposed.