高雄市國小資優資源班學生學校壓力與學校適應之研究

Comparison of Gifted and Non-Gifted Elementary Students with Respect to Degree of School-Induced Stress and Ease of Adjustment to School

本研究旨在瞭解國小資優生與普通生和不同性別、年級學生在學校壓力與學校適應之差異情形以及探討學校壓力與學校適應的關係。研究主要採用問卷調查法，以高雄市國小五、六年級630 位普通生與資優資源班學生為對象，研究工具為自編之「學校生活狀況調查表」。問卷調查資料分別以描述性統計、多變項變異數分析和結構方程模式等統計方法加以分析。研究結果發現(1)普通生的學校壓力明顯高於資優生；資優生的學校適應比普通生好。(2)男生在學校壓力感受比女生大；女生的學校適應比男生好。(3)六年級學生在學校壓力感受比五年級學生大；五、六年級學生在學校適應方面未達顯著水準。(4)學校壓力與學校適應為負相關，由結構模式的標準化解來看，學校壓力預測學校適應之徑路係數為-.83，表示學生的學校壓力越大，則學校適應越差。(5)資優生與普通生在學校壓力對學校適應的徑路係數兩者未有顯著差異。 最後根據研究結果，提出進一步的討論與建議，以提供相關人員和未來研究之參考。

The main purpose of this study was to compare gifted and non-gifted elementary school students with respect to school-induced stress and the ability to adjust to school. In addition, the correlation of gender and grade-level with both school stress and adjustment-to-school was explored. This study used a survey method. 630 participants were recruited from the 5th- and 6th-grade classes of elementary schools in Kaohsiung city. The research instrument was the School Life Questionnaire. Data were analyzed statistically, using descriptive statistics, MANOVA, and SEM. The main findings were as follows: 1. Non-gifted students had a higher level of school stress than gifted students. Predictably, gifted students adjusted more easily to school life than non-gifted gifted students. 2. Boys had in general a higher level of school stress than girls, and (again predictably) girls adjusted better to school life than boys. 3. The 6th graders had a higher level of school stress than the 5th graders, while there were no statistically significant differences between the 5th and 6th graders in terms of school adjustment. 4. Therefore, a negative correlation was found to exist between school stress and school adjustment. That is, in general, the higher the level of school stress, the harder it was for students to adjust to school life for 5th and 6th graders. 5. There was no significant difference between gifted and non-gifted students with regard to the direct effect from school stress to school adjustment. This study can hopefully facilitate in-depth discussions on how to improve the performance of school personnel and researchers in the areas of school stress and school adjustment for elementary school students, both gifted and non-gifted.