A Study on Using School Support System and Self-Efficacy of the Students from Gifted Resource Program and Talented Enrichment Program

• Main Authors: Chin-Chen Peng, 彭錦珍
• Other Authors: Shu-Min Wu
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/28250153513804969629

碩士 === 臺北市立教育大學 === 特殊教育學系碩士班資賦優異組(日) === 100 === The purpose of this study was to investigate current situation, correlation and predictions of the usage of the school support system, academic self-efficacy and career self-efficacy for the students of gifted resource program and talented enrichment program. Besides, the investigator also analyzed the difference of the usage of the school support system, academic self-efficacy and career self-efficacy for the students of gifted resource program and talented enrichment program with different background. This study used a questionnaire survey, and research tools of the study are “Interview Outline for the Teacher of Gifted Resource Program/Talented Enrichment Program” and “The Questionnaire Related to the Usage of the School Support System and Self-efficacy for the Students from Gifted Resource Program and Talented Enrichment Program ”. In the study, the content validity of the questionnaire was confirmed with expert review. The reliability of the questionnaire with Cronbach α was .98, and the reliabilitys of the questionnaire about the dimensions of the Usage of the School Support System, academic self-efficacy and career self-efficacy for the students of gifted resource program and talented enrichment program were .98, .86 and .85 respectively. They are all higher than .85. In this study, the main conclusions are as follows, First, the resource room of gifted students and gifted program students were no significant differences in academic self-efficacy. Second, the gifted grogram students were higher than the gifted resource room students in career self-efficacy. Third, the gifted program students were higher than the gifted resource room students in the usage of the school support system. Fourth, there was a significant positive correlation between the usage of school support system of the gifted students and their academic self-efficacy. Fifth, there was a significant positive correlation between the usage of school support system of the gifted students and their career self-efficacy. Sixth, the academic self-efficacy and the career self-efficacy of the gifted students can be predicted by the usage of the school support system of gifted students.