[[alternative]]A Comparative study on Classroom Climate and Well-being between the Gifted and the General Students in Junior High Schools

碩士教育研究所[[abstract]]本研究旨在探討台灣地區國中資優生與一般生班級氣氛與幸福感之比較研究。首先，探討不同背景變項之國中學生在班級氣氛與幸福感的差異情形；其次再分析班級氣氛與幸福感的相關情形，最後探究國中學生班級氣氛對幸福感之預測力。 本研究採問卷調查法，以中部地區四縣市國中學生為研究對象，計有798名一般學生、324名資優學生，共1,122名國中學生為樣本。研究工具包括「班級氣氛量表」、「幸福感量表」。所得資料採用描述統計分析、肯德爾和諧係數、t考驗、單因子變異數分析、積差相關及逐步迴歸等方法進行統計分析。 本研究獲得如下結論： 一、國中資優生與一般生班級氣氛與幸福感之現況，整體表現良好。 二、國中一般生之班級氣氛，因學生性別、年級不同，而有顯著差異。 三、國中資優生之班級氣氛，在學生性別上未有顯著差異，但因年級不同而有顯著差異。 四、國中資優學生與一般學生的班級氣氛有顯著差異。 五、國中一般生之幸福感，因學生性別不同，而有顯著差異，但在年級上未有顯著差異。 六、國中資優生之幸福感，因學生性別、年級不同，而有顯著差異。 七、國中資優學生與一般生的幸福感有顯著差異。 八、國中一般學生與資優學生班級氣氛與幸福感皆有顯著正相關。 九、國中一般學生與資優學生班級氣氛對幸福感皆有顯著預測力。 本研究最後根據研究結果提出各項建議，以供教學輔導及未來研究之參考。[[abstract]]The main purpose of this study was to compare the classroom climate and well-being between the gifted and the general students in junior high school in four counties of Taiwan center area. First, this study examined the effects of different background variables on the main variables. Moreover, this study analyzed the relationship of classroom climate and well-being. Furthermore, we wanted to find out if classroom climate is the predictable variable to well-being. A total of 1,122 junior high school students, including 798 general students and 324 gifted students, responded to a set of instruments including the Classroom Climate Scales and Welling-being Scales. The descriptive statistics, Kendall coefficient of concordance, t-test, one-way ANOVA, Pearson’s product-moment correlation, and stepwise regression analysis were used to analyze the data. The findings of the study were summarized as follows: 1. The classroom climate and well-being of the gifted and the general students in junior high school presented upper degree generally. 2. There were existed significant differences within gender and grade level of the general student in junior high schools’ classroom climate aspects. 3. There were existed significant differences in classroom climate in grade level of the gifted student in junior high school, but there were no significant differences in gender. 4. There were existed significant differences in classroom climate within the gifted and the general students in junior high school. 5. There were existed significant differences in well-being in gender of the general student in junior high school, but there were no significant differences in grade level. 6. There were existed significant differences within gender and grade level of the gifted student in junior high schools’ well being aspects. 7. There were existed significant differences in well-being within the gifted and the general students in junior high school. 8. There were both positive correlations between the classroom climate and well-being within the gifted and the general students in junior high school. 9. In junior high school, both the gifted and the general students’ classroom climate affirmatively predicted well-being. Finally, some suggestions for teaching, counseling, and future research were proposed according to the results