期刊專區/ Periodical Section

單一性別或男女合班：公立高中數理資優生的學業自我概念、性別刻板印象與心理健康

Single-Sex or Co-Education: Difference in Academic Self-Concept, Gender Stereotype and Mental Health of Gifted Students in Public Senior High Schools

所屬期刊：	第11卷第4期 「測驗與評量」 主編：國立政治大學教育學系特聘教授 余民寧
系統編號：	vol043_04
主題：	測驗與評量
出版年份：	2015
作者：	李奕瑩;陸偉明
作者(英文)：	Yi-Ying Li;Wei-Ming Luh
論文名稱：	單一性別或男女合班：公立高中數理資優生的學業自我概念、性別刻板印象與心理健康
論文名稱(英文)：	Single-Sex or Co-Education: Difference in Academic Self-Concept, Gender Stereotype and Mental Health of Gifted Students in Public Senior High Schools
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：
論文頁數：	30
中文關鍵字：	單一性別教育;單一性別環境;性別隔離;臺灣教育長期追蹤資料庫
英文關鍵字：	single-sex schooling;single-gender environment;sex-segregated;TEPS
服務單位：	臺南市立建興國民中學教師;國立成功大學教育研究所特聘教授
稿件字數：	21131
作者專長：	教育心理學、教育統計、測驗與評量、性別與教育
投稿日期：	2015/7/24
論文下載：
摘要(中文)：	單一性別教育是一個多所討論且值得關注的教育議題。本研究目的是以班級性別環境為脈絡探討高中數理資優男女學生在自我概念、性別刻板印象與心理健康之差異情形。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為樣本，計有效樣本為 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：一、在控制第三波數學成績後，數理資優女生在單一與混合性別環境之學業自我概念未達顯著差異。二、在控制第三波數學成就後，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。三、數理資優男、女生於單一與混合性別環境與學習的性別刻版印象未達顯著關聯。四、在控制第四波數學成就後，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。
摘要(英文)：	The choice of single-sex or co-ed classes is an issue to be discussed frequently. The main purpose of this study was to investigate the difference between environmental factors (single-sex or co-ed classes) on the academic self-concept, gender stereotype and mental health, respectively, for gifted students in public senior high schools in Taiwan. Totally 525 students were selected from Taiwan Education Panel Survey (TEPS), 179 girls (72 female students from single-sex classes) and 346 boys (104 male students from single-sex classes). The main findings of this study are as follows: 1. Controlling for wave 3 mathematics performance, no significant difference was found in female students between single-sex and co-ed classes on academic self-concept. 2. Controlling for mathematics performance, male students from single-sex classes had signif icantly higher scores in academic self-concept than that from co-ed classes. 3. No significance was found in the gifted high school students between single-sex and co-ed classes) on gender stereotype. 4. Controlling for wave 4 mathematics performance, no significant difference was found between single-sex and co-ed classes on mental health. According to the above findings, some suggestions and implications for educators were also proposed.
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