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|其他標題:||Emotional Adjustment and Recovery Process for Gifted Students withMild Autism Spectrum Disorders and Failure Experiences|
National Taiwan Normal University Department of Special Education
Purpose: The purpose of this study was to examine the process of emotional adjustment and recovery from failure experiences in gifted students with mild autism spectrum disorders (ASD) from the perspective of ability restoration in order to understand how the restoration of students’ failure event is initiated and how recovery modes are developed. Methods: This study was based on a narrative analysis, and three gifted students with mild ASD from three universities were enrolled in the study. Individual and group interviews were conducted in this study; these interviews helped the researcher to deeply explore the experience of failure and understand what factors had affected their recovery modes. Results/Findings: The main findingswere as follows: (1) The three gifted students with mild ASD experienced recovery periods, which reduced the impact of failure. In this process, students could clarify the relationship between success and failure. (2) These strategies of emotional regulation and recovery enabled them to regulate their negative emotions and evoke self-responsibility. (3) The interpersonal characteristics of individual interviewees might affect their willingness to seek assistance in the recovery process. (4) The three gifted students with mild ASD who experienced emotional regulation and recovery began becoming internally self-aware and began seeking external support. (5) In this recovery process, students could release their negative emotions, which also changed their awareness. (6) Students who experienced the recovery process could plan their actions to face different challenges. (7) These strategies and methods regulated the emotions pertaining to failure and reconstructed their sense of self-responsibility, which induced them to identify positive meanings and different values from the failure events. Moreover, these strategies enabled them to examine their relationship with the environment to transform their negative feelings about their failure events. Conclusion/Implications: (1) Interpersonal interaction might affect the willingness of gifted students with mild ASD to seek resources and assistance. (2) Students should focus on adjusting their attention to the effect of events and viewing the relationship between themselves and the environment. (3) Teachers and parents should guide students to eliminate their feelings of failure by identifying positive meanings from failure events. (4) Students should learn not to pay attention to the evaluation of others to reduce the pressure caused to oneself. (5) Teachers should teach metacognitive strategies to enhance self-planning and skill monitoring prior to actions.
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