| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 100 === The purpose of this study is to explore the relationship between intelligence quotient, academic achievement, and gifted characteristics of the early entry gifted students (EE students). Subjects were 70 EE elementary school students, 48 teachers, and 48 parents in Hsin-Chu City and County during the 2005-2010 academic years.
The study proceeded in three stages. In the first stage, the student demographic and test score data on the early entrance examination were obtained from school records. The second stage examined IQ changes during elementary school years, and academic achievement and gifted characteristics of the EE students; all the data were analyzed using SPSS 19. The results showed that the EE students’ IQ scores improved, or declined, or remained stable over time. Semi-structured interviews, therefore, were conducted in the final stage with two parents from the increasing and the other two in the decreasing IQ groups.
The main results of this study are as follows:
1.The lowest Full Scale IQ (FSIQ) score of these EE students during preschool period was 128 and the highest one was 155. The FSIQ score for the EE students after entering elementary school ranged from 108 to 161, with the most scores falling between 130 and 144. Among the four indexes of Wechsler Intelligence Scale for Children-IV (WISC-IV), Processing Speed Index scores were the lowest. Similarities, Information (, and Block Design were the highest subtests, while Coding and Cancellation were the lowest subtests.
2.The EE students earned higher scores than 55 percent of students on Elementary School Achievement Test Serials of Language Arts(ATSLA) and Elementary School Achievement Test Serials of Mathematics(ATSM), with a greater number of students with high-level mathematics performance. The increasing IQ group had higher academic achievement scores than the other two groups.
3.The Observing Scale of Gifted Behavior results indicated that the EE students earned higher scores on positive motivation, creative thinking, and emotional expression, but lower scores on sense of humor. The interview results further showed that the increasing IQ group learned faster and had a wide range of interest, longer attention spans, and better reading skills than their counterparts.
4.The EE students who got the FSIQ scores of 133~138 on the WPPSI-R had significantly higher FSIQ scores on the WISC-IV than those students who scored in the range of 128~132. Among the four indexes of WISC-IV, the students who got the FSIQ scores of 133~138 on the WPPSI-R had significantly better Perceptual Reasoning Index (PRI) than the others.In Arithmetic subtest, boys obtained significantly higher scores than girls and the EE students more than 3 months of age limit achieved higher scores than those within 3 months of age limit. The 1st-3rd graders had significantly higher scores than 4th-6th grade students in Picture Concepts and Letter-Number Sequencing subtests. The EE students who got the FSIQ scores of 133~138 on the WPPSI-R had significantly higher scores than those students who scored in the range of 128~132 in Symbol Search subtest.
5.Students in 4th-6th grade had significantly better mathematical competence than the 1st-3rd grade students. The EE students who got the FSIQ scores of 133~138 on the WPPSI-R had significantly better mathematical competence than those students who scored in the range of 139 above.
6.The EE students in 4th-6th graders had significantly higher scores than the 1st-3rd grade students and students more than 3 months of age limit obtained significantly higher scores than those within 3 months in Teacher Observation Scale of Gifted Behavior. Among nine subtests, girls reported significantly higher scores than boys in the subscales of sensitivity and emotional expression. Boys had significantly higher scores in the subscales of sense of humor. The 4th-6th graders had significantly higher scores in the subscales of analytical thinking, creativity and sense of humor than the 1st-3rd grade students.
7.When compared to the decreasing IQ group, the increased IQ group had significantly better Verbal Comprehensive Index (VCI) and Working Memory Index (WMI) scores and higher scores in the subscales of Similarities, Digit Span, Vocabulary, and Comprehension. On the contrary, the decreasing IQ group obtained significantly higher scores than the increasing IQ group in Cancellation subscale.
8.The increasing IQ group had significantly better general linguistic and mathematical performances than the decreasing IQ group.
9.In Teacher Observation Scale of Gifted Behavior, the increasing IQ students performed significantly better than the decreasing IQ group in the subscales of linguistic expression and interpersonal interaction.
10. A significant positive correlation was found between VCI and linguistic performance in academic contexts. The most predicator variable to linguistic performance was VCI.
11. Factors that influenced the EE students’ change in IQ scores varied, including family resources, parent-child interaction, school education, as well as attention and concentration, attitudes towards testing, and oral expression competency. Peer interaction was found to have no influence on the IQ change.
The final chapter concludes with suggestions as a reference for parents, teachers, educational administrators, and researchers.
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