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.

參考文獻
一、中文部分
希拉芯（Clinton, H. R., 2003）。「活出歷史 : 希拉蕊回憶錄」（Living History，鍾玉玨等譯）。台北市 : 時報文化。
于曉平（2005）。 高中數理資優女生選擇進入基礎科學科系之歷程研究。特殊教育研究學刊，29，337-361。
于曉平（2006）。高中數理資優女生性別角色、生涯自我效能與生涯發展之關聯及角色楷模課程實驗之影響研究(未出版之博士論文)。國立臺灣師範大學特殊教育學系，台北市。
王文科（1994）。亟待調整的資賦優異教育師資培育策略。載於中華民國特殊教育學會主編，開創資優教育的新世紀（51-65頁）。臺北：心理。
吳昆壽（1999）。資賦優異兒童教育-特殊教育叢書第 33 輯。臺南市: 國立臺南師院特教中心。
林清山（2003）。心理與教育統計學。臺北市:東華書局。
李明昆、江新合（2000）。 國民中學學生科學素養之研究-以垃圾焚化爐議題為例。科學與教育學報， 4，3-20。
李新民、陳密桃、謝青曇（2007）。 職場幽默與心理健康之相關研究: 以幼兒教師為例。教育心理學報， 38（4），375-396。
林淑美（1993）。比較高中男女合班,男女分班合校和男女分校對學生心理成長上的影響。輔導月刊，29，34-42。
洪佩圓（2008）。高中學生自我概念情緒管理與幸福感之相關研究 (未出版之博士論文) 。國立彰化師範大學教育研究所，彰化。
洪儷瑜（1985）。資優女性的低成就及其輔導。資優教育季刊，16，26-29。
張春興（1996）。教育心理學:三化取向的理論與實踐(修訂版)。台北市: 東華。
張菊玫（1992）。比較高中男女合班，男女分班合校和男女分校對學生心理成長上的影響。國立台灣工業技術學院學生輔導中心專題研究報告，未出版。
張歆祐、郭麗安（2001）。高中生對男女合班之認知與態度研究。測驗與輔導，163，3421-3424
張學善、林旻良、葉淑文（2010）。大學生情緒智慧、人際關係與自我概念之關係探究。輔導與諮商學報， 32（2）， 1-25。
教育部（2006）。 身心障礙及資賦優異學生鑑定標準。台北: 教育部。
莊佩珍（1993）。 資優女性的生涯發展及其相關因素之研究(未出版之碩士論文)。國立彰化師範大學特殊教育研究所，彰化。
郭靜姿（2000）。資賦優異教育概論。台北: 國立台灣師範大學特殊教育學系。
郭靜姿、林美和、胡寶玉（2003）。 高中資優班畢業女性之角色刻板知覺、生涯阻礙因素與潛能發揮自評。資優教育研究，3(2)，1-36。
郭靜姿、林美和、胡寶玉（2006）。 女性資優生在工作或學業上的助力、阻力、 因應及轉變。教育研究月刊，143， 41-56。
陳皎眉（1996）。性別認同與性別角色。載於陳皎眉、江漢聲、陳惠馨（編），兩性關係（3-27頁）。臺北縣：國立空中大學。
陳皎眉、孫旻暐（2006）。從性別刻板印象威脅談學業表現上的性別差異。教育研究，147，19-30。
項樂琦（2008）。刻板印象威脅下的青少女: 男性化特質對邏輯分析表現與信心的效果(未出版之碩士論文)。國立臺灣大學心理學研究所，台北市。
楊國隆（2005）。台北市高中女校學生休閒參與與憂鬱程度相關之研究(未出版之碩士論文)。臺灣師範大學運動與休閒管理研究所，台北市。
楊國樞 （1981）。中國人的性格與行為: 形成與蛻變。中華心理學刊， 23（1）， 39-55。
熊召弟（1996）。臺北公立高中 (高一) 學生科學過程技能和邏輯思考能力之探討研究。臺北師院學報，9，545-578。
蔡麗玲（2007）。性別化的科學與科技。收錄於黃淑玲、游美惠主編，性別向度與台灣社會(201-224頁)。台北：巨流。
譚子文、董旭英（2010）。自我概念與父母教養方式對臺灣都會區高中生偏差行為之影響。教育科學研究期刊， 55（3），203-233。

二、西文部分
Baker, D. P., Riordan, C., & Schaub, M. (1995). The effects of sex-grouped schooling on achievement: The role of national context.Comparative Education Review, 39(4), 468-482.
Benbow, C. P., & Lubinski, D. (1993). Psychological profiles of the mathematically talented: Some sex differences and evidence supporting their biological basis. The origins and development of high ability, 44-66.
Bigler, R. S., & Liben, L. S. (2007). Developmental Intergroup Theory Explaining and Reducing Children's Social Stereotyping and Prejudice. Current Directions in Psychological Science, 16(3), 162-166.
Bigler, R. S., & Signorella, M. L. (2011). Single-sex education: New perspectives and evidence on a continuing controversy. Sex Roles, 65(9-10), 659-669.
Campbell, K. T., & Evans, C. (1997). Gender issues in the classroom: A comparison of mathematics anxiety. Education, 117, 332-338.
Chong, M.-Y., & Wilkinson, G. (1989). Validation of 30-and 12-item versions of the Chinese Health Questionnaire (CHQ) in patients admitted for general health screening. Psychological Medicine, 19(02), 495-505.
Coffee, K., Raucci, C., Gloria, C., Faulk, K., & Steinhardt, M. (2013). Perceptions of adolescent wellness at a single-sex school. International Journal of Health Promotion and Education, 51(6), 300-311.
Conway, K. E. (1996). Differential effects of single-sex versus coed education on the mathematical reasoning ability, verbal reasoning ability, and self-concept of high school girls. Dissertation Abstracts International, 57(12).
Correll, S. J. (2001). Gender and the Career Choice Process: The Role of Biased Self‐Assessments1. American Journal of Sociology, 106(6), 1691-1730.
Csikszentmihalyi, M., Rathunde, K., & Whalen, S. (1993). Talented teenagers: A longitudinal study of their development. New York, NY : Cambridge University Press.
Daly, P., & Shuttleworth, I. (1997). Determinants of public examination entry and attainment in mathematics: Evidence on gender and gender-type of school from the 1980s and 1990s in Northern Ireland. Evaluation & Research in Education, 11(2), 91-101.
Datnow, A., Hubbard, L., & Woody, E. (2001).Is single gender schooling viable in the public sector? Lessons from California’s pilot program. Final report.Toronto, Ont: Institute for Studies in Education.
Eccles, J., Adler, T., Futterman, R., Goff, S., Kaczala, C., Meece, J., & Midgley, C. (1983). Achievement and achievement motivation. Expectancies, values and academic behaviors .San Francisco, CA: WH Freeman.
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). Development during adolescence: the impact of stage-environment fit on young adolescents' experiences in schools and in families. American psychologist, 48(2), 90. doi: 10.1037/0003-066X.48.2.90
Eccles, J. S., & Wigfield, A. (1995). In the mind of the achiever: The structure of adolescents’ academic achievement related-beliefs and self-perceptions. Personality and Social Psychology Bulletin, 21(1), 215-225.
Enman, M., & Lupart, J. (2000). Talented female students' resistance to science: An exploratory study of post-secondary achievement motivation, persistence, and epistemological characteristics. High Ability Studies, 11(2), 161-178.
Fabes, R. A., Pahlke, E., Martin, C. L., & Hanish, L. D. (2013). Gender-segregated schooling and gender stereotyping. Educational Studies, 39(3), 315-319.
Feldhusen, J. (1986). A conception of giftedness. Identifying and nurturing the gifted. An international perspective, 33-39.
Gardunio, E. L. H. (2001). The influence of cooperative problem solving on gender differences in achievement, self-efficacy, and attitudes toward mathematics in gifted students. Gifted Child Quarterly, 45(4), 268-282.
Gross, J. J. (2002). Emotion regulation: Affective, cognitive, and social consequences. Psychophysiology, 39(3), 281-291.
Halpern, D. F., Eliot, L., Bigler, R. S., Fabes, R. A., Hanish, L. D., Hyde, J., Liben, L. S. & Martin, C. L. (2011). The pseudoscience of single-sex schooling. Science, 333(6050), 1706-1707.
Harker, R. (2000). Achievement, gender and the single-sex/coed debate. British Journal of Sociology of Education, 21(2), 203-218.
Harker, R., and Nash, R. (March, 1997). School type and the education of girls:Co-ed or girls only? Paper presented at the annual meeting of the American
Educational Research Association, Chicago, Ill. (ERIC Document Reproduction Service No. ED410633)
Harter, S. (1990). Self and identity development. Cambridge, MA: Harvard University Press.
Hedges, L. V., & Nowell, A. (1995). Sex differences in mental test scores, variability and numbers of high-scoring individuals. Science, 269, 1.
Holland, D. C., & Eisenhart, M. A. (1990). Educated in romance: Women, achievement, and college culture: University of Chicago Press.
Hollinger, C. L., & Fleming, E. S. (1988). Gifted and talented young women: Antecedents and correlates of life satisfaction. Gifted Child Quarterly, 32(2), 254-259.
Hollinger, C. L. (1991). Career choices for gifted adole-scents: overcoming stereotypes. In M. Bireley & J. Genshaft (Eds.).Understanding the gifted adolescent: Educational, developmental, and multicultural issues(pp. 201-214). New York,NY: Teachers College Press
Jackson, C., & Smith, I. D. (2000). Poles apart? An exploration of single-sex and mixed-sex educational environments in Australia and England. Educational Studies, 26(4), 409-422.
Kerr, B., & Sodano, S. (2003). Career assessment with intellectually gifted students. Journal of Career Assessment, 11(2), 168-186.
Kerr, B. A. (1997) Smart Girls: A new psychology of girls, women, and giftedness.Phoenix, AZ: Gifted Psychology.
Kim, M., & Alvarez, R. (1995). Women-only colleges: Some unanticipated consequences. The Journal of Higher Education, 66(6), 641-668.
Lee, V. E., & Bryk, A. S. (1986). Effects of single-sex secondary schools on student achievement and attitudes. Journal of educational Psychology, 78(5), 381.
Lee, V. E., & Lockheed, M. E. (1990). The effects of single-sex schooling on achievement and attitudes in Nigeria. Comparative Education Review, 34(2), 209-231.
Lee, V. E., & Marks, H. M. (1990). Sustained effects of the single-sex secondary school experience on attitudes, behaviors, and values in college. Journal of Educational Psychology, 82(3), 578.
Lee, V. E., Marks, H. M., & Byrd, T. (1994). Sexism in single-sex and coeducational independent secondary school classrooms. Sociology of Education, 92-120.
LePore, P. C., & Warren, J. R. (1997). A comparison of single-sex and coeducational Catholic secondary schooling: Evidence from the National Educational Longitudinal Study of 1988. American Educational Research Journal, 34(3), 485-511.
Lubinski, D., Benbow, C., & Morelock, M. (2000). Gender differences in engineering and the physical sciences among the gifted: An inorganic-organic distinction. International handbook of giftedness and talent, 2, 633-648.
Mael, F., Alonso, A., Gibson, D., Rogers, K., & Smith, M. (2005). Single-Sex Versus Coeducational Schooling: A Systematic Review. Doc# 2005-01. US Department of Education.
Mael, F. A. (1998). Single-sex and coeducational schooling: Relationships to socioemotional and academic development. Review of educational research, 68(2), 101-129.
Marsh, H. W. (1991). Public, Catholic single-sex, and Catholic coeducational high schools: Their effects on achievement, affect, and behaviors. American Journal of Education, 99(3), 320-356.
Marsh, H. W. (1993). Academic self-concept: Theory, measurement, and research. Psychological perspectives on the self, 4, 59-98. Hillsdale, NJ: Erlbaum.
Marsh, H. W., & O'Mara, A. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: Unidimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin, 34(4), 542-552.
Marsh, H. W., Smith, I. D., Marsh, M., & Owens, L. (1988). The transition from single-sex to coeducational high schools: Effects on multiple dimensions of self-concept and on academic achievement. American Educational Research Journal, 25(2), 237-269.
Miller, D., & Kastberg, S. (1995). Of blue collars and ivory towers: Women from blue-collar backgrounds in higher education. Roeper Review: A Journal on Gifted Education, 18, 27-33. doi: 10.1080/02783199509553693
Morawska, A., & Sanders, M. R. (2008). Parenting gifted and talented children: what are the key child behaviour and parenting issues? Australian and New Zealand Journal of Psychiatry, 42(9), 819-827.
NASSPE. (2011). Single-Sex Schools/Schools with single-sex classrooms/what's the difference?,from http://web.archive.org/web/20090401113407/http://www.singlesexschools.org/schools-schools.htm
Noble, K. D., & Smyth, R. K. (1995). Keeping their talents alive: Young women's assessment of radical, post‐secondary acceleration. Roeper Review, 18(1), 49-55.
Olszewski-Kubilius, P. M., Kulieke, M. J., & Krasney, N. (1988). Personality dimensions of gifted adolescents: A review of the empirical literature. Gifted Child Quarterly, 32(4), 347-352.
Pahlke, E., Hyde, J. S., & Allison, C. M. (2014). The Effects of Single-Sex Compared With Coeducational Schooling on Students’ Performance and Attitudes: A Meta-Analysis. Psychological Bulletin. doi: 10.1037/a0035740
Pahlke, E., Hyde, J. S., & Mertz, J. E. (2013). The effects of single-sex compared with coeducational schooling on mathematics and science achievement: Data from Korea. Journal of educational Psychology, 105(2), 444.
Perrone, P. A. (1997). Gifted indivituals career development. In N. Colangelo & G.A. Davis(Eds.),Handbook of gifted education(2nded, pp. 398-407). Boston: Allyn & Bacon.
Peterson, C., Lee, F., & Seligman, M. (2003). Assessment of optimism and hope. Encyclopedia of psychological assessment, 646-649.
Peterson, J., Duncan, N., & Canady, K. (2009). A longitudinal study of negative life events, stress, and school experiences of gifted youth. Gifted Child Quarterly, 53(1), 34-49.
Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of educational psychology, 95(3), 589.
Rimm, S. B., & Davis, G. A. (1994). Education of the gifted and talented. Needham Heights, MA: Allyn and Bacon.
Riordan, C. (1985). Public and Catholic schooling: The effects of gender context policy. American Journal of Education, 93, 518-540.
Riordan, C. (1994). Single-gender schools: outcomes for African and Hispanic Americans. Research in Sociology of Education and Socialization, 10, 177-205.
Riordan, C., Faddis, B., Beam, M., Seager, A., Tanney, A., DiBiase, R., et al. (2008). Early implementation of public single-sex schools: Perceptions and characteristics. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service.Retrieved from http://www2.ed.gov/rschstat/eval/other/single-sex/characteristics/characteristics.pdf
Riordan, C. H. (1990). Girls and boys in school: Together or separate? New York, NY: Teachers College Press.
Robinson, N., Reis, S., Neihart, M., & Moon, S. (2002). Social and emotional issues facing gifted and talented students: What have we learned and what should we do now. The social and emotional development of gifted children: What do we know, 267-289.
Sadker, M., & Sadker, D. (1994). Failing atfairness: How our schools cheat girls. New York, NY: Touchstone.
Sax, L. (2005). The promise and peril of single-sex public education. Education Week, 24(25), 34-35.
Shapka, J. D., & Keating, D. P. (2003). Effects of a girls-only curriculum during adolescence: Performance, persistence, and engagement in mathematics and science. American Educational Research Journal, 40(4), 929-960.
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of educational research, 46(3), 407-441.
Signorella, M. L., Hayes, A. R., & Li, Y. (2013). A meta-analytic critique of Mael et al.’s (2005) review of single-sex schooling. Sex Roles, 69(7-8), 423-441.
Silverman, L. (2002). Asynchronous development. The Social and Emotional Development of Gifted Children: What do we know, 31-37.
Silverman, L. K. (1993). Counseling the gifted and talented: ERIC.
Solnick, S. J. (1995). Changes in women's majors from entrance to graduation at women's and coeducational colleges. Industrial and Labor Relations Review, 48(3), 505-514.
Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women's math performance. Journal of Experimental Social Psychology, 35(1), 4-28.
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of personality and social psychology, 69(5), 797.
Sullivan, A. (2009). Academic self‐concept, gender and single‐sex schooling. British Educational Research Journal, 35(2), 259-288. doi:10.1080/01411920802042960
Trautwein, U., Marsh, H. W., Nagengast, B., Lüdtke, O., Nagy, G., & Jonkmann, K. (2012). Probing for the multiplicative term in modern expectancy–value theory: A latent interaction modeling study. Journal of Educational Psychology, 104(3), 763.
Udvari, S. J., & Schneider, B. H. (2000). Competition and the adjustment of gifted children: A matter of motivation. Roeper Review, 22(4), 212-216.
U. S. Department of Education. (2008). Early Implementation of Public Single-Sex Schools: Perceptions and Characteristics. Retrieved from
http://www.ed.gov/about/offices/list/opepd/ppss/reports.html
Van de gaer, E. V. D., Pustjens, H., Damme, J. V., & Munter, A. D. (2004). Effects of single‐sex versus co‐educational classes and schools on gender differences in progress in language and mathematics achievement. British Journal of Sociology & Education, 25(3), 307-322.
Ward, S. F. (2012). Boys & girls together? Courts Deal with a Push to End Co-Ed Classes. American Bar Association Journal, 98 (12).
Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. Development of achievement motivation, 91-120.
Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis‐Kean, P. (2007). Development of achievement motivation. New York, NY: Wiley Online Library.
Young D. J., and Fraser, B. J. (April 1992). Sex differences in science achievement:A multilevel analysis. Paper presented at the annual meeting of the American Research Association, San Francisco, CA.