臺灣博碩士論文加值系統

單一性別教育是一個多所討論且值得關注的教育議題。本研究欲以班級性別環境為脈絡探討高中數理資優學生之表現。本研究採用「臺灣教育長期追蹤資料庫」問卷資料，第三波及第四波調查中之公立高中數理資優學生爲樣本，計有效樣本爲525人，女生共179人(女生班72人)，男生共346人(男生班104人)。研究結果發現：(1)在控制第三波數學成就後，數理資優女生於單一與混合性別環境之學業性自我概念未達顯著差異。(2)在控制數學成就後，數理資優男生於單一性別環境之學業性自我概念顯著高於混合性別環境。(3)數理資優男、女生於單一與混合性別環境之學習的性別刻板印象未達顯著差異。(4) 在控制數學成就後，數理資優男、女生在單一與混合性別環境之心理健康皆未達統計上之顯著差異。本研究將依據上述研究結果提出相關結論與建議以供參考。

The main purpose of this study was to investigate the influence of environment factors (single-sex or co-ed classes) on the self-concept, gender stereotype and mental health of gifted students in public senior high school. By using data from Taiwan Education Panel Survey (TEPS), 525 students were selected. There were 179 girls (72 female students were from single-sex classes) and 346 boys (104 male students were from single-sex classes) in the survey. The main findings of this research were stated as follows:
1.Students in single-sex classes had significantly higher scores in mathematics performance than that in co-ed classes.
2.Controlling for mathematics performance, no significant difference was found in the gifted high school female students from different environment (single-sex or co-ed classes) on self-concept.
3.Controlling for mathematics performance, male students from single-sex classes had significantly higher scores in self-concept than that from co-ed classes.
4.No significant difference was found in the gifted high school students from different environment (single-sex or co-ed classes) on gender stereotype.
5.Controlling for mathematics performance, no significant difference was found in the gifted high school students from different environment (single-sex or co-ed classes) on mental health.
According to the above findings, some suggestions and implications for educators were also proposed.

第一章 緒論 1
第一節 研究動機與目的 1
第二節 研究問題與假設 6
第三節 名詞釋義 7
第二章 文獻探討 10
第一節 性別環境與資優生之數學成就 10
第二節 性別環境與資優生之自我概念 15
第三節 性別環境與資優生之性別刻板印象 17
第四節 性別環境與資優生之心理健康 18
第三章 研究方法與步驟 21
第一節 資料來源及資料處理程序與檢核 21
第二節 測量變項 23
第三節 研究方法 26
第四章 研究結果 27
第一節 描述統計 27
第二節 假設檢定 34
第五章 結論、討論與建議 39
第一節 結論 39
第二節 討論與建議 39
第三節 研究限制與建議 42
參考文獻 43

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