完美主義傾向對數理資優生理化科實作歷程影響之探究

Abstract

本研究以質性個案研究法，探討完美主義傾向對數理資優生在國中理化實作歷程的影響。研究對象為臺北市某國中數理資優班八年級學生，先以中文版多向度完美主義量表篩選不同完美主義傾向的學生，並以課堂觀察、回饋表、深度訪談與反思札記等方式，分析其在實作歷程中各階段的行為表現、優勢、困境及因應策略。研究發現，完美主義傾向之數理資優生在理化實作歷程中展現高度責任感、對細節的重視及追求精確性。他們在引導提問階段會積極聆聽、主動筆記，並自訂高標準，雖然有助於提升學習，但也容易因自我懷疑或過度追求正確答案而產生遲疑與壓力。在實際操作階段，這些學生表現出嚴謹細心、積極維護環境整潔與高效率合作的特質，然而若無法達到自我標準，則容易感到挫折或氣餒。在數據紀錄階段，他們會反覆核對數據、主動修正錯誤，並對位數、平均值及估計值等細節極為講究，也重視書寫工整，能提升其實驗紀錄之品質，但同時可能延長時間而造成進度壓力。在數據分析階段，他們重視每一個分析步驟與圖表整齊度，更是會積極討論並嚴格要求格式一致性，這種高度嚴謹的態度有助於清楚明瞭與提高分析結果的正確性，但卻可能導致耗時過長。在實驗結果階段，他們的優勢包括提升小組成果品質、問題解決能力、時間管理與組織性，最後的結果若無法符合自身期許時，可能會造成逃避問題與負面情緒等，甚至影響團隊合作氛圍與學習成效。在實作的情境中，完美主義傾向的資優生常擔任領導者，具備組織與問題解決的能力，能迅速發現並修正錯誤，帶領小組提升成果品質。然而，過度追求精確與高標準也可能導致合作過程中產生壓力，如對組員表現不滿而傾向獨自作業、對細節過度執著而拖慢進度，或因自我要求過高而產生自責與負面情緒；在面對失敗或未達標準時，容易產生逃避行為，甚至對學習產生倦怠感。不同完美主義向度（個人標準、組織性、過度在乎錯誤、對行動的懷疑、父母期待與父母批評）對學生行為表現有不同影響。例如，個人標準向度高者會自訂高目標並努力達成；組織性高者則重視實驗環境與流程的秩序與整潔；過度在乎錯誤者對自身失誤極為敏感並積極修正；對行動懷疑者則在操作前反覆確認，影響決策速度與其自信心；父母期待與父母批評則皆有可能成為學生內在動力的來源，也可能帶來心理壓力與適應困難。面對上述困境，完美主義傾向的數理資優生會採取多元因應策略，包括將壓力轉化為學習動力、調整自我標準以提升效率、主動修正錯誤或加速任務完成以減少焦慮。他們也會在時間緊迫時適度放寬細節要求，或透過團隊討論與教師協助來克服自我懷疑與行動遲疑。本研究建議，教師應重視完美主義特質對資優生學習歷程的正負面影響，透過情意教育、心理支持及彈性教學策略，幫助學生認識合理標準與錯誤容忍，並引導其將完美主義轉化為健康的學習動力。同時，家長宜以開放與支持的態度陪伴孩子追求卓越，避免過度批評或不切實際的期待。政策層面則應強化情意教育與心理健康資源，協助資優生在追求卓越與心理平衡之間取得適當調適。Rationale & Purpose: This study aims to explore how perfectionism tendencies influence the practice processes of mathematically and scientifically gifted junior high school students in physics and chemistry classes. Employing a qualitative case study approach, the research focuses on eighth-grade students in a gifted class in Taipei City. The study utilizes the Chinese version of the Multidimensional Perfectionism Scale to identify students with high perfectionism tendencies, who are then selected for extended classroom observation, feedback form completion, and in-depth interviews. The research centers on five stages of practice processes in physics and chemistry—guided inquiry, hands-on practice, data recording, data analysis, and experimental results—while analyzing the influence of six perfectionism dimensions (personal standards, organization, concern over mistakes, doubts about actions, parental expectations, and parental criticism) on student behaviors.Methods: A qualitative case study methodology was adopted. The Multidimensional Perfectionism Scale was administered to students in a mathematically and scientifically gifted eighth-grade class. Students with high perfectionism tendencies were selected for longitudinal classroom observation, completion of feedback forms, and semi-structured in-depth interviews. The study observed and analyzed student behaviors across five key stages of practice processes in physics and chemistry, with particular attention to the six perfectionism dimensions.Findings: Gifted students with perfectionism tendencies demonstrated strong responsibility, meticulous attention to detail, and a pursuit of accuracy throughout the practice processes. During the inquiry stage, they actively listened, took notes, and set high personal standards, which enhanced learning but also led to hesitation and stress due to self-doubt or excessive pursuit of correct answers. In the practical stage, they exhibited rigor, maintained a tidy environment, and collaborated efficiently, but failure to meet their own standards often resulted in frustration. In the data recording stage, they repeatedly checked data, corrected errors, and paid great attention to decimals, averages, and estimated values, as well as neat handwriting, improving record quality but sometimes causing time pressure. In the data analysis stage, they emphasized every analytical step and chart neatness, engaged in active discussions, and insisted on consistent formatting, which improved clarity and accuracy but could lead to time-consuming processes and progress stress. At the results stage, their strengths included enhancing group outcomes, problem-solving, time management, and organization, but unmet expectations could result in avoidance and negative emotions, affecting team atmosphere and learning outcomes.In team settings, perfectionist gifted students often assumed leadership roles, showing strong organizational and problem-solving skills, quickly identifying and correcting errors, and raising group performance. However, excessive pursuit of precision and high standards sometimes caused stress, dissatisfaction with peers, a tendency to work alone, overemphasis on details that slowed progress, or self-blame and negative emotions. When facing failure, they were prone to avoidance and even learning burnout.Different dimensions of perfectionism (personal standards, organization, concern over mistakes, doubts about actions, parental expectations and criticism) influenced student behaviors differently. For example, those high in personal standards set ambitious goals and worked hard to achieve them; those high in organization valued order and tidiness; those overly concerned with mistakes were highly sensitive to errors and actively corrected them; those with doubts about actions repeatedly checked before acting, affecting decision speed and confidence. Parental expectations and criticism could serve as sources of motivation but also brought psychological pressure and adaptation difficulties.Conclusions/Implications: To cope with these challenges, perfectionist gifted students adopted various strategies, such as transforming pressure into motivation, adjusting personal standards to improve efficiency, actively correcting mistakes, or speeding up task completion to reduce anxiety. They also learned to relax detail requirements under time constraints or sought support from team discussions and teachers to overcome self-doubt and hesitation. The study suggests that teachers should guide students to develop adaptive perfectionism, emphasizing practice processes and teamwork, while providing emotional support and flexible standards. Parents are encouraged to replace high-pressure criticism with positive encouragement and reasonable expectations to help children balance the pursuit of excellence with mental health. Future research should expand the sample, include various disciplines, and conduct longitudinal studies to further explore teacher intervention strategies and the adjustment processes of perfectionist traits.