| Summary: | 碩士 === 國立臺中教育大學 === 特殊教育與輔助科技研究所 === 94 === This study is to investigate the related factors which influence the emotional intelligence of the elementary gifted students. The purpose of this study is to understand the personal factor: such as gender, cognitive style, locus of control, achievement motive, and self-concept; and family factor: such as SES and parenting style; and school factor of the gifted elementary students: such as teachers’ teaching behavior , interaction between peers. In order to provide a theoretical framwork for educational and counseling programs for gifted students, this study also explores how theses factors are related to the emotioanl intelligence of the students.
1.There was no significant difference in the cognitive style, locus of control and parenting style for the elementary gifted students. However, significant difference was found in achievement motive, self-concept, peer relationship and emotional intelligence among the gifted students with girls’ scores being higher than boys’. With regard to teacher’s teaching behavior, teachers tended to have more indirect teaching behavior with girls.
2.Family SES was not an influential factor for the cognitive style, locus of control, achievement motive, self-attitude, parenting style, teacher’s teaching behavior, peer relationship, and emotional intelligence for the gifted students.
3.The analysis of the “individual factor” indicated that there was no relationship between cognitive style and the emotional intelligence of the gifted students. Emotional intelligence was more attributable to internal locus of control than outer locus of control. Achievement motive was positively correlated with emotional intelligence. Self- concept and emotional intelligence were significantly correlated.
4.The analysis of the “family factor” showed that parenting style was related to the emotional intelligence of the gifted students. Parents with more warmth and authority had children with higher emotional intelligence.
5.The analysis of the “school factor” indicated that teacher’s teaching behavior and students’ emotional intelligence were correlated. Teacher’s indirect teaching behavior, instead of teacher’s direct teaching behavior, was more likely to enhance students’ emotional intelligence. Positive peer relationship also had impact on the gifted students’ emotional intelligence.
6.Locus of control, achievement motive, self- concept, parental warmth, teacher’s indirect teaching behavior, and positive peer relationship were related to boys’ emotional intelligence.
7.Family SES, teacher’s teaching behavior, and positive peer relationship had influence on girls’ emotional intelligence.
8.Gender, locus of control, achievement motive, self- concept, parental warmth, teacher’s teaching behavior, peer relationship were correlated with the emotional intelligence for both genders.
9.Regressional analysis showed that the most important predictive variables for the emotional intelligence were:
(1)Positive peer relationship was related to boys’ personal, family, and school factors and their emotional intelligence.
(2)Positive peer relationship had impact on girls’ superego and self-awareness. There was a correlation between teacher’s indirect teaching behavior and ego development; teacher’s direct teaching behavior and awareness of others; and between teacher’s indirect teaching behavior and the emotional intelligence for girls.
(3)The personal factor for the gifted elementary students was self- concept.
(4)The family factor was warmth.
(5)The school factor was positive peer relationship.
(6)The total factor was positive peer relationship.
10.According to the results of the correlational analysis, the relative significance of the variables in predicting the gifted elementary students’ emotional intelligence in this study was: 16% for the personal factors, 31% for the school factors, and 31% for the combined factors.
11.School factor was the most important predictor in explaining the gifted students’ emotional intelligence.
Finally, the results of the study provide a conceptual framework for
designing the educational and counseling programs and the future research in the area of gifted education.
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