魯先華Lu,Shen-Hwa柯武宏Ke, Wu-Hong2019-08-282009-7-262019-08-282009http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0594003109%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/89901本研究旨在瞭解臺北縣國中美術資優班學生壓力來源及因應方式之現況，主要透過文獻分析、問卷調查方式進行，以自編之「臺北縣國中美術資優班學生壓力來源與因應方式」問卷為調查研究工具，以97學年度臺北縣7所開設美術資優班的國中學生為研究對象。 依據資料分析結果，獲得以下結論： 一、國中美術資優班學生「整體壓力程度」偏向感受壓力輕微，主要壓力來源為外在壓力之「學科」層面，其次為心理壓力之「自我期許」層面 二、國中美術資優班學生主要壓力因應方式為調整情緒取向之「自我調適」及解決問題取向 三、國中美術資優班女生在「學科」、「自我期許」等兩個層面感受的壓力顯著高於男生，男生在「青春期情感」層面感受的壓力，顯著高於女生 四、美術資優班國二、國三學生在「學科」層面感受的壓力顯著高於國一學生，國二學生在「美術術科」層面、「外在壓力」、「整體壓力程度」感受的壓力顯著高於於國一學生 五、不同地區的國中美術資優班學生，其壓力來源在「學科」、「美術術科」、「同儕關係」等三個層面，及「外在壓力」及「整體壓力程度」方面，有顯著的差異；三重區的國中美術資優班學生比淡水區較常使用「消極應對」方式來因應壓力 六、國中美術資優班女生使用「情緒發洩」的頻率顯著高於男生 七、不同年級的國中美術資優班學生，其壓力因應方式並未有顯著差異 八、國中美術資優班學生的「整體壓力程度」與「消極應對」、「情緒發洩」等兩個層面呈現顯著正相關，「整體壓力程度」與「自我調適」層面呈現顯著負相關 九、國中美術資優班學生壓力來源與因應方式層面之相關情形，以「家庭問題」與「消極應對」層面之顯著相關為最高；壓力來源與因應方式各項目之相關情形，以「家庭問題」與「我會逃避，不敢面對」之顯著相關為最高 依據以上結論，本研究對學校方面亦提出建議，以作為未來國中美術資優班教學、輔導之參考。The purpose of this study was to understand the present situation of Taipei County Junior High School Fine Arts gifted classes students’ sources of stress and the ways of stress coping. Conducted mainly through the literature analysis and a questionnaire survey, the study of "Taipei County Junior High School Fine Arts gifted classes students’ sources of stress and stress coping" was a tool of research by its questionnaire and the study students were 97 school year Taipei County Junior High School Fine Arts gifted students. Based on the results of data analysis, the study accesses to the following conclusions: 1.Junior High School Fine Arts gifted classes students tended to be a slight pressure in "the overall level of stress." The main source of external pressure fell on the pressure of "subject" level, followed by the psychological pressure of "self-expectations" level. 2.The ways Junior High School Fine Arts gifted classes students coped with the main pressure were adjustment in response to emotional orientation of "self-adjustment" and problem-solving orientation. 3. Girls of Junior High School Fine Arts gifted classes feeling the pressure in the "subject" and "self-expectations " levels were significantly higher than boys; while boys’ feelings of pressure levels in the "adolescent emotional" were significantly higher than girls. 4. The feeling of pressure in "subject" level of gifted eighth grade and ninth grade students of Fine Arts classes was significantly higher than that of the seventh grade students, but the eighth grade students’ feelings in the level of "cultural art," "external pressure," and "pressure on the degree of overall" were higher than those of the seventh grade students. 5.In different areas, the sources of stress of Junior High School Fine Arts classes for gifted students were in the levels of "subject," "fine arts subjects," and "peer relationships." Besides, there were significant differences bewteen the "external pressure" and "the overall level of stress." The junior high school Fine Arts gifted students at Sanchong area used the way of "negative response" in response to pressure more frequently than those at Tamshui area. 6. The frequency girls of Junior High School Fine Arts gifted classes used in the way of "emotional outlet" was significantly higher than that of boys. 7. The way of coping stress in different grades of Junior High School Fine Arts classes for gifted students was not significantly different. 8. "The overall level of stress"of Junior High School Fine Arts gifted classes for students had a significant positive correlation with the two levels:"negative response," and"emotional outlet," but had a significant negative correlation dimension with the "self-adjustment." 9. The relevant relationships between the source of stress and the level of stress coping of Junior High School Fine Arts classes for gifted students in response to "family problems" and "negative response" dimensions were the highest significant correlation. The relevant relationship between the source of stress and the ways of stress coping of Junior High School Fine Arts gifted students related projects to "family problems" and "I will avoid it, and be afraid to face it." were the highest significant correlation. According to the above conclusions, the study also has been proposed to schools as the future teaching, counseling reference of Junior High School Fine Arts gifted class.美術資優班壓力來源壓力因應方式Fine Arts gifted classesthe source of the stressstress coping