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研究生: 倪慧喜
Nee Hui-hsi
論文名稱: 不同類型高中資優生與普通生過度激動特質與自閉症光譜特質之比較研究
A Comparative Study of Overexcitabilities and Autism Spectrum Conditions among Regular and Different Kinds of Gifted and Talent Senior High School Students
指導教授: 郭靜姿
Kuo, Ching-Chih
學位類別: 碩士
Master
系所名稱: 特殊教育學系
Department of Special Education
論文出版年: 2013
畢業學年度: 101
語文別: 中文
論文頁數: 205
中文關鍵詞: 過度激動自閉症光譜資優生
英文關鍵詞: overexcitability, autism spectrum, gifted student
論文種類: 學術論文
相關次數: 點閱:564下載:54
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  • 本研究主要探討不同類型高中資優生與普通生過度激動特質與自閉症特質以及兩者間的相關、預測。研究以全國北中南東四個區域不同類型高中資優生與普通生做為研究對象,以我的特質量表(Ⅱ)(N=855)與自閉症光譜量表(N=846)為主要研究工具。所得資料以平均數、百分比、卡方檢定、二因子變異數分析、相關以及多元逐步迴歸等方式進行分析。茲將本研究之結果說明如下:
    一、 不同類別與性別受試者在我的特質量表(Ⅱ)之表現
    數理與人文資優生在「智能」過度激動特質上較藝術類資優生與普通生明顯;人文資優生在「想像」與「情緒」過度激動較強烈;藝術類資優生在「情緒」過度激動較強烈,普通生則無任一過度激動特質較明顯。性別間的過度激動特質也具有差異,男生在「心理動作」較強烈;女生則在「感官」與「情緒」較明顯。
    二、 不同類別與性別受試者在自閉症光譜量表之表現
    整體自閉症光譜特質以數理資優生最為明顯。在「社交技巧」方面之特質人文與數理資優生都較為明顯,在「溝通」方面數理資優生又較普通生明顯。男生在「溝通」與「想像」方面特質較女生明顯。
    三、 過度激動特質與自閉症光譜特質之相關
    不同類型資優生與普通生兩特質間相關強度不同,但方向一致。「情緒變異性」過度激動與自閉症特質有較高的正相關;過度激動特質與「對細節的注意力」屬正相關,與「社交技巧」屬負相關。
    四、 過度激動特質對自閉症光譜特質之預測
    最能預測自閉症光譜特質之過度激動特質為「情緒變異性」、「想像力」、「同理心」、「生理激動」、「智能激動」、「創造力」等過度激動特質。
    最後根據研究結果對教學、輔導以及未來研究方向提出建議。

    This research primarily compares the typical qualities of overexcitabilities and autism spectrum conditions among gifted and regular students in senior high schools. The target participants of the research are different types of gifted and regular students located in the northern, southern, eastern, and middle part of the nation, with The Me ScalⅡ (N=855) and Autism Spectrum Quotient (N=846) as the primary research instrument. The analysis of the information obtained includes statistic average, percentage, and two-way analysis of variance, correlation, multiple stepwise regression analysis, etc. The main results of the research are as follows:

    1. The performance of various types of subjects with different genders on The Me ScaleⅡ
    Students who excel in mathematics and social sciences show more significant intellectual overexcitability compared with those who excel in art or ordinary students. Peers gifted in social science also demonstrate significant imaginative and emotional overexcitability, while those gifted in art present higher emotional overexcitability, and typical developed student does not exhibit any apparent overexcitability. Gender also plays an important role in determining overexcitability. For example, males are stronger in the psychomotor, but females are more dominant in sensual and emotional overexcitability.
    2. The performance of various types of subjects with different genders on autism spectrum conditions
    Overall, students excel in mathematics are more dominant on the autism spectrum. In social skill area, students excel in mathematics and social sciences demonstrate a more typical trait, but mathematic gifted students are more dominant in the communication field than regular students. In addition, males show stronger traits than females in communication and imagination.
    3. Correlation between overexcitability and autism spectrum conditions
    Different types of gifted students and regular students demonstrate opposite strength, but similar directions. Emotional fluctuation overexcitability and autism spectrum conditions demonstrate a positive correlation, and overexcitability also shows a positive correlation with attention to detail, but a negative correlation with social skills.
    4. Predictions on autism spectrum conditions using overexcitability
    The most predictable qualities about autism spectrum conditions are emotional fluctuated, imaginative, empathetic, physical, intellectual, and creative overexcitabilities, etc.
    Finally, recommendations on how to improve education and future research direction based on the result of the study.

    目次 中文摘要 I 目次 V 圖次 VII 表次 VIII 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的 5 第三節 研究問題 5 第四節 名詞釋義 7 第二章 文獻探討 9 第一節 資優生之特質 9 第二節 資優生的過度激動特質 14 第三節 自閉症光譜狀態之特質與表現 24 第四節 過度激動特質與自閉症光譜特質之相關 37 第三章 研究方法 53 第一節 研究架構 53 第二節 研究對象 55 第三節 研究工具 57 第四節 研究程序 60 第五節 資料分析與處理 62 第四章 結果與討論 65 第一節 各類資優生與普通生在過度激動特質量表之表現 65 第二節 各類資優生與普通生在自閉症光譜量表之表現 116 第三節 過度激動特質與自閉症光譜特質之相關 142 第五章 結論與建議 161 第一節 研究結論 161 第二節 研究限制 164 第三節 研究建議 165 參考文獻 169 附錄 附錄一 國內外過度激動特質相關實證研究整理 183 附錄二 我的特質量表(Ⅱ)使用同意書 195 附錄三 自閉症光譜量表使用同意書 197 附錄四 我的特質量表(Ⅱ)量表內容 199 附錄五 自閉症光譜特質量表 203 圖次 圖3-1-1 研究架構圖 54 圖4-1-1 各類資優生與普通生在過度激動特質各量表高分組百分比人數分配情形 72 圖4-1-2 不同性別受試者在過度激動特質各分量表高分組人數百分比分配情形 74   表次 表2-3-1 自閉症光譜狀態之評量工具整理 35 表2-4-1 亞斯伯格資優生與一般資優生行為特質整理 40 表2-4-2 心理動作過度激動特質與自閉症光譜狀態相關特質之比較對照表 45 表2-4-3 智能過度激動特質與自閉症光譜狀態相關特質之比較 46 表2-4-4 感官過度激動特質與自閉症光譜狀態相關特質之比較 47 表2-4-5 情緒過度激動特質與自閉症光譜狀態相關特質之比較 47 表2-4-6 想像過度激動特質與自閉症光譜狀態相關特質之比較 48 表3-2-1 我的特質量表(Ⅱ)有效樣本人數分配表 55 表3-2-2 自閉症光譜量表有效樣本人數分配表 56 表3-2-3 我的特質量表(Ⅱ)與自閉症光譜量表相關之有效樣本人數分配表 56 表4-1-1 不同性別、類別受試者在我的特質量表分量表(Ⅱ)之描述統計 69 表4-1-2 不同性別、類別學生在過度激動特質各分量表各題平均值之描述統計 69 表4-1-3 不同性別與類型學生在五種過度激動特質量表之描述統計 70 表4-1-4 不同性別與類型學生在過度激動特質各分量表各題平均值之描述統計 70 表4-1-5 不同類別受試者在我的特質量表(Ⅱ)低中高分組之人數分配表 74 表4-1-6 不同性別受試者在我的特質量表(Ⅱ)低中高分組之人數分配表 75 表4-1-7 不同類別受試者在心理與生理激動分量表各題作答強度百分比及Χ2檢定 78 表4-1-8 不同類別受試者在感官敏感與感官愉悅分量表各題作答強度百分比及Χ2檢定 79 表4-1-9 不同類別受試者在智能激動與完美主義分量表各題作答強度百分比及Χ2檢定 82 表4-1-10 不同類別受試者在創造力與想像力分量表各題作答強度百分比及Χ2檢定 84 表4-1-11 不同類別受試者在同理心與情緒變異性分量表各題作答強度百分比及Χ2檢定 86 表4-1-12 不同性別受試者在心理與生理激動分量表各題作答強度百分比及Χ2檢定 89 表4-1-13 不同性別受試者在感官敏銳與感官愉悅分量表各題作答強度百分比及Χ2檢定 90 表4-1-14 不同性別受試者在智能激動與完美主義分量表各題作答強度百分比及Χ2檢定 93 表4-1-15 不同性別受試者在智能激動與完美主義分量表各題作答強度百分比及Χ2檢定 94 表4-1-16 不同性別受試者在創造力與想像力分量表各題作答強度百分比及Χ2檢定 95 表4-1-17 不同類別與性別受試者在過度激動特質表現最強烈的特質 97 表4-1-18 「心理激動」過度激動特質分量表之二因子變異數分析摘要表 99 表4-1-19 「生理激動」過度激動分量表之二因子變異數分析摘要表 100 表4-1-20 「感官敏銳」過度激動分量表之二因子變異數分析摘要表 100 表4-1-21 「感官愉悅」過度激動分量表之二因子變異數分析摘要表 101 表4-1-22 「智能激動」過度激動分量表之二因子變異數分析摘要表 102 表4-1-23 「完美主義」過度激動分量表之二因子變異數分析摘要表 102 表4-1-24 「創造力」過度激動分量表之二因子變異數分析摘要表 103 表4-1-25 「想像力」過度激動分量表之二因子變異數分析摘要表 104 表4-1-26 「同理心」過度激動分量表之二因子變異數分析摘要表 104 表4-1-27 「情緒變異性」過度激動分量表之二因子變異數分析摘要表 105 表4-1-28 五種過度激動特質之二因子摘要分析表 107 表4-2-1 不同性別、類別受試者在自閉症光譜量表之描述統計 116 表4-2-2 不同類別資優生與普通生在「社交技巧」分量表各題之表現 121 表4-2-3 不同類別資優生與普通生在「注意力轉換」分量表各題之表現 122 表4-2-4 不同類別資優生與普通生在「對細節的注意力」分量表各題之表現 123 表4-2-5 不同類別資優生與普通生在「溝通」分量表各題之表現 124 表4-2-6 不同類別資優生與普通生在「想像」分量表各題之表現 125 表4-2-7 不同性別學生在「社交技巧」各題之表現 126 表4-2-8 不同性別學生在「注意力轉換」各題之表現 127 表4-2-9 不同性別學生在「對細節的注意力」各題之表現 128 表4-2-10 不同性別學生在「溝通」各題之表現 129 表4-2-11 不同性別學生在「想像」各題之表現 130 表4-2-12 不同類別與性別受試者在自閉症光譜量表中出現率最高之特質 133 表4-2-13 不同類別與性別學生在「社交技巧」分量表之單因子變異數分析摘要表 134 表4-2-14 自閉症光譜「注意力轉換」分量表之二因子變異數分析摘要表 135 表4-2-15 「對細節的注意力」自閉症光譜分量表之二因子變異數分析摘要表 135 表4-2-16 自閉症光譜「溝通」自閉症光譜分量表之二因子變異數分析摘要表 136 表4-2-17 自閉症光譜「想像」分量表之二因子變異數分析摘要表 137 表4-2-18 自閉症光譜總量表之二因子變異數分析摘要表 137 表4-2-19 各類學生自閉症光譜高風險群比例之卡方檢定 138 表4-2-20 「社交技巧」與「溝通」兩分量表得分加總之二因子變異數分析摘要表 139 表4-3-1 過度激動特質量表與自閉症光譜量表得分之相關 146 表4-3-2 數理資優生過度激動特質量表與自閉症光譜量表得分之相關 147 表4-3-3 人文資優生過度激動特質量表與自閉症光譜量表得分之相關 148 表4-3-4 藝術資優生過度激動特質量表與自閉症光譜量表得分之相關 150 表4-3-5 普通生過度激動特質量表與自閉症光譜量表得分之相關 151 表4-3-6 男生過度激動特質量表與自閉症光譜量表得分之相關 153 表4-3-7 女生過度激動特質量表與自閉症光譜量表得分之相關 154 表4-3-8 過度激動特質對自閉症光譜特質迴歸模式之變異數分析摘要表 155 表4-3-9 過度激動特質對自閉症光譜特質多元逐步迴歸分析摘要表 156 表4-3-10 自閉症光譜障礙高風險組與一般組過度激動特質差異比較表 157

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