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NCUEIR > College of Education > Department of Special Education > Periodical Articles > Item 987654321/9623

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/9623

Title:	重要他人對於高中資優班畢業女性生涯發展的影響
Authors:	郭靜姿;陳若男;林美和;簡維君;張靖卿;胡寶玉;謝佳男;周佩蓉
Contributors:	特殊教育學系
Keywords:	資優女性;重要他人;生涯發展;gifted female;significant others;career development
Date:	2007-12
Issue Date:	2012-02-10T03:15:14Z
Publisher:	中華資優教育學會
Abstract:	本研究對象為84位23-35歲的年輕女性，她們在高中階段分別被鑑定為語文、數理、音樂、美術與舞蹈五類資優生，目前這些學生多已就業。本研究經由訪談方式蒐集資料，分析她們生涯發展歷程中重要他人的影響性。研究結果發現，高中資優班畢業女性之重要他人來自五方面：1．家人，2.師長，3.同儕，4.主管，及5.其他。家人的影響包括能夠潛移默化、鼓勵支持、期望明確、引導成功、提供資訊等；師長的影響包括能夠以身作則、耐心引導、嚴格要求、豎立標竿、鼓勵突破、傾聽接納、開擴視野、提供支助等；同儕的影響包括能夠志趣相投、相互激盪、互為楷模等；主管的影響是其開明領導，能營造快樂的組織氣氛、提高工作績效；好的主管甚至如父親及如母親般照顧員工生活。最後，傳記人物亦是資優生認同的典範來源，對於偉大人物的認同與學習可以激勵向上自我實現的動機。 This study aimed to analyze the influence of significant others on the career development of the young gifted females. The subjects of this study were 84 young females who graduated from senior high gifted/talented classes; they were talented in Science, Language Art, Music, Dance, or Visual Arts. Most of subjects are in the working field currently. Through interviewed with each subject, we found that significant others meant parents, teachers, peers, bosses, and other legendary figures. Parents were those who always gave full support and encouragement for these subjects, had clear expectation for children’s career development, offered rich information and examples that their children could follow. Teachers were those who set a good example with his/her own conduct, guiding students with patience, proposing good examples to follow, demanding and encouraging students to challenge, accept all kinds of students and listen attentively to their heartfelt wishes, encouraging students to horizon themselves, providing necessary support, and so on. Peers, with similar interests, were those who could discuss and learn from each other. Bosses with liberal leadership easily offered happy working environment for workers and had a good effect on staffs’ potential development and working effects. Even the good bosses played the roles as fathers and mothers showing much concern and support to their employees. At last, legendary figures were the model for the gifted as well. Through learning and identifying with these legendary figures could stimulate the gifted to further efforts to self-potential achievement. This study aimed to analyze the influence of significant others on the career development of the young gifted females. The subjects of this study were 84 young females who graduated from senior high gifted/talented classes; they were talented in Science, Language Art, Music, Dance, or Visual Arts. Most of subjects are in the working field currently. Through interviewed with each subject, we found that significant others meant parents, teachers, peers, bosses, and other legendary figures. Parents were those who always gave full support and encouragement for these subjects, had clear expectation for children’s career development, offered rich information and examples that their children could follow. Teachers were those who set a good example with his/her own conduct, guiding students with patience, proposing good examples to follow, demanding and encouraging students to challenge, accept all kinds of students and listen attentively to their heartfelt wishes, encouraging students to horizon themselves, providing necessary support, and so on. Peers, with similar interests, were those who could discuss and learn from each other. Bosses with liberal leadership easily offered happy working environment for workers and had a good effect on staffs’ potential development and working effects. Even the good bosses played the roles as fathers and mothers showing much concern and support to their employees. At last, legendary figures were the model for the gifted as well. Through learning and identifying with these legendary figures could stimulate the gifted to further efforts to self-potential achievement.
Relation:	資優教育研究, 7(2):1-18
Appears in Collections:	[Department of Special Education] Periodical Articles

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