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A study of self-conception and school-adjustment of college students with learning disabilities
The purpose of this study was to understand the current situation about self-conception and school-adjustment in college students with learning disabilities. It also aimed to explore the relationship among college student’s college choice, self-concept and school adjustment. The study adopted questionnaire survey method. The research instrusments were Tennessee self-concept scale, school adaptation for college freshmen scale, and college choice scale. Subjects were recruited from college students with learning disabilities in Taiwan. The valid response rate was 92%, and effective questionnaires were 240. Some conclusions had drawn from the study as follows: 1.The mental-self of all college students with learning disabilities were above average. 2.The school adjustment of all college students with learning disabilities were the average, and the score of peer relationship is the highest. 3.There were no significant differences in self-conception and school-adjustment of gender, grade, school type in college students with learning disabilities. 4.The test scores of college choice and school/work-self were positively correlated. 5.The college choice and school-adjustment were positively correlated. 6.There was significantly positive correlation between the self-concept and school-adjustment. 7.The mental-self and employment opportunities in the future of college chioce had positive prediction to school-adjustment. In the end of this study, based on the study findings, the researcher made recommendations as a reference for college students with learning disabilities, educators, and the follow-up study.
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