| Summary: | 碩士 === 國立高雄師範大學 === 特殊教育學系 === 105 === This study aimed to investigate the co-cognitive traits of both gifted and normal students in elementary schools, and to explore the current status of the co-cognitive traits of elementary school students.
The study developed “Co-Cognitive Traits Scale” as the instrument and selected 676 5th and 6th graders from elementary schools in Taiwan as subjects by purposive sampling. Relevant data were thus collected and analyzed with exploratory factor analysis (EFA), descriptive statistics, one-way ANOVA and independent t-test.
Major findings of the study were listed as follows:
1. The performance of the elementary gifted students were above average on their co-cognitive traits. They performed better in “romance with a topic or discipline” but weaker in “optimism”.
2. In different regions, the performances of northern Taiwan, central Taiwan and southern Taiwan gifted students indicated a positive tendency on the whole co-cognitive traits scale. The central gifted students scored significantly higher in co-cognitive traits scale, “vision/sense of destiny” than those in the north. The southern gifted students showed significantly better performances in “optimism” than the north. In “romance with a topic or discipline” of the central gifted students scored significantly higher than the southern and the north.
3. Regarding to classes, the gifted students showed significantly better performances in co-cognitive traits scale, “optimism”, “courage”, “romance with a topic or discipline”, “sensitivity to human concerns”, “physical/mental energy” and “vision/sense of destiny” than the normal students.
4. In the part of different grades, co-cognitive traits scale, “optimism”, “courage”, “romance with a topic or discipline”, “sensitivity to human concerns”, “physical/mental energy” and “vision/sense of destiny” of the fifth grade gifted students scored significantly higher than the sixth grade gifted students.
5. In terms of gender, male gifted students scored significantly higher than female students in “courage”.
|
|---|
