| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 94 === The main purpose of this study is to discuss about the current situation and relationship between the prosocial behavior and emotional intelligence of gifted students in the elementary school. And the differences among the different individual background variables (gender, grade, socioeconomic status, birth ordinal, gifted students and regular students). The target is 223 gifted students and 220 regular students in the fourth and sixth grade of the elementary school in Taipei City. Using “the Prosocial Behavior Questionnaire” and “Emotional Response Questionnaire” as researching tools. Through the statistic method such as the means, standard deviation, independent samples test, One-Way analysis of variance, Pearson product-moment correlation and the analysis of stepwise regression to analyze the data of questionnaire. The outcomes are as following:
1.The general prosocial behavior performance of the elementary school’s gifted students is in the middle level. All aspects, in which, the “cooperation” gets better scores and the “help others” gets lower scores.
2.There are significant differences between the variance of the gender and socioeconomic status. After comparing, getting the results that girls get more scores than boys; higher socioeconomic status is better than the lower.
3.The scores of gifted students’ prosocial behavior are better than the regular ones.
4.There is no significant difference between prosocial behavior score of the variance of the grade and ordinal.
5.The general emotional intelligence performance of the gifted students is in the middle level. All aspects, in which, the “awareness of others’ emotion” gets better scores and “expression of self-emotion” gets lower.
6.There are significant differences in the emotional intelligence scores among the variance of gender and socioeconomic status. Besides, the girls’ is better than boys’；higher socioeconomic status is better than the lower scores.
7. The scores of gifted students’ emotional intelligence are better than the regular ones.
8.There is no significant difference between the emotional intelligence scores of the variance of grade and ordinal of the elementary school’s gifted students.
9.The prosocial behavior and emotional intelligence of primary gifted students have significant related.
10.The performance of care, cooperation and help others of gifted students can predict the whole inventory of emotional intelligence and sub-inventory
11.The sub-inventory of “adjustment of others’ emotion”, ”awareness of others’ emotion”, ”the facilitate emotion”, ”management of interpersonal relationship”, ”awareness of self-emotion”, and ” expression of self-emotion” can predict the prosocial behavior.
According to the above outcomes, the investigator has suggested some conclusions and suggestions, including some guidelines for further studies.
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