本研究旨在瞭解國小資優生與普通生性知識、態度、行為及性教育需
求之現況，並比較不同性別、社經地位之國小資優生與普通生性知識、態
度及性教育需求間的差異情形，以及進一步探討性知識、態度對其性教育
需求的預測力。 為達上述目的，首先
乃著手探討相關文獻做為研究基礎；其次，選取台北縣全部之國小高年級
一般能力優異資優學生142人及隨機抽取同校之普通班學生251人為研究對
象，使用自編之「國小高年級學生性教育問卷」為研究工具，所得資料以
百分率、細格人數不等之三因子變異數分析、多元逐步迴歸分析等統計方
法進行資料分析。獲致的主要研究結果顯示：

1.資優生性知識來源以「醫護人員與醫學書籍」者為主，其次是來自「老
師與課本」、「視聽媒體」、「父母與親戚」、「手足與同儕」、「書報
刊物」。普通生性知識來源以「父母與親戚」者為主，其次是來自「老師
與課本」、「手足與同儕」、「醫護人員與醫學書籍」、「視聽媒體」、
「書報刊物」。 2.資優學
生中，男生已「變聲」者佔15.1%，而有過「夢遺」經驗者為10.5%；女生
已「胸部發育」者佔76.8%，而有過「月經」經驗者為26.8%。普通學生中
，男生已「變聲」者佔21.5%，而有過「夢遺」經驗者為13.1%； 女生已
「胸部發育」者佔79.3%，而有過「月經」經驗者為32.3%。

3.資優學生中，曾有過「自慰經驗」者佔19.7%。 普通學生中，曾有過「
自慰經驗」者為16.7%。

4.資優學生中，曾有過「性交經驗」者僅1.4%。普通學生中，曾有過「性
交經驗」者為3.2%。

5.資優學生中，曾遭受「性碰觸」者有31.0%，而遭受「性攻擊」僅
佔3.5%。 普通學生中，曾遭受「性碰觸」者有35.1%，而遭受「性攻擊」
者佔10.4%。 6.資優生與普通生的性知識程度不
高，但性態度均偏於正向而積極，且性教育需求程度中上。

7.資優生的性知識、性態度均顯著高於普通生。

8.女生的性知識、性態度，以及性教育需求均顯著高於男生。
9.資優生的性態度能有效預測其性教育需求，並可解釋性教育需求24.87%
的變異量。普通生的性態度、性知識能有效預測其性教育需求，共可解釋
性教育需求33.30%的變異量。

最後，本研究除對上述研究結果加以討論外，並提出若干在教育行政、教
學輔導及進一步研究之建議，以做為資賦優異學生性教育教學與研究之參
考。

The purposes of this study were to (a) explore sex
knowledge, attitude,behavior, and sexuality education needs
by gifted and regular elementaryschool students, (b) compare
their differences in sex knowledge, attitude, andsexuality
education needs based on group, gender and SES of family, and
(c)identify the potential predictors.

Subjects consisted of 393 upper graders selected from 3
elementary schoolsin Taipei County, Taiwan. There were 12
classes, including 142 gifted studentsand 251 regular students.
The research instrument administered was researcherdesigned. The
data obtained were analyzed by percentile, unequal n's three-
wayANOVA, and stepwise multiple regression analysis. The main
findings of thisstudy were as follows:

1. Concerning the sources of sex knowledge, medical staff and
books werethe most important sources for gifted students,
followed by school teachersand textbooks, audio-visual
media, parents and relatives, siblings andclassmates, and
newspaper and magazine. As for the regular students,
parentsand relatives were the most important sources, followed
by school teachers andtextbooks, siblings and classmates,
medical staff and books, audio-visualmedia, and newspaper and
magazine. 2. In
terms of physiological changes of puberty, about 15% gifted and
22%regular males had changed voices, 11% gifted and 13%
regular males had wetdreams. Roughly 77% gifted and 79%
regular females had developed breasts, 26%gifted and 32% regular
females had menstruations. 3.
Approximately 20% gifted and 17% regular students had
masturbationexperiences.

4. Roughly 1% gifted and 3% regular students had sexual
intercourseexperiences.

5. About 31% gifted and 35% regular students had been sexually
harassed bytouching private parts, whereas 4% gifted and 10%
regular students had beensexually attacked.

6. While gifted and regular students showed insufficient sex
knowledge,their sexual attitude and sexuality education needs
were positive. 7. Concerning the group
difference, statistically significant differenceswere found in
sex knowledge and attitude, with the gifted students' mean
scorehigher than regular students'.

8. In terms of gender, statistically significant differences
were found insex knowledge, attitude, and sexuality education
needs, with girls' mean scorehigher than boys'.

9. The gifted students' sexual attitude could significantly
predict theirsexuality education needs, explaining 24.87%
variation. The regular students'sexual attitude and sex
knowledge could significantly predict their sexualityeducation
needs, accounting for 33.30% variation.

Further discussions were made on the basis of present research
findingsand some suggestions on teaching as well as future
studies were proposed.
The purposes of this study were to (a) explore sex