臺北市國中階段肢體障礙學生自我概念與生活適應之研究

Abstract

本研究旨在瞭解臺北市國中肢體障礙學生的自我概念和生活適應現況，上述肢體障礙學生定義為安置於普通班、無伴隨認知問題、直接或間接接受資源教室的服務之肢體障礙及腦性麻痺學生，並探討不同個人及背景變項對臺北市國中肢體障礙學生之影響，進而分析自我概念及生活適應相關情形，依據研究結果提出建議，提供實務工作者及後續研究者參酌。 本研究採問卷調查法，以「青少年自我概念量表」和「中學生生活適應量表」為研究工具進行普查，共發出88份問卷，回收71份有效問卷，所得量化資料以描述性統計、t考驗、單因子變異數分析獲得以下結論： 1.臺北市國中肢體障礙學生之自我概念表現情形為中等，但低於一般學生表現情形；由高而低依序為「學校我」、「能力我」、「生理我」、「家庭我」、「學業我」及「情緒我」。 2.臺北市國中肢體障礙學生之生活適應表現情形為平均之上，甚至高於一般學生；由高至低依序為「家庭適應」、「社會適應」、「自我勝任」、「自我定向」、「工作適應」、「自我意識」、「學習適應」及「人際關係」。 3.臺北市國中肢體障礙學生自我概念因不同「性別」、「家庭結構」及「母親管教方式」而有顯著差異。 4.臺北市國中肢體障礙學生生活適應因不同「性別」及「家庭結構」而有顯著差異。 5.臺北市國中肢體障礙學生自我概念和生活適應呈現正相關。

This study was intended to understand self-concept and life-adaption of physically disabled students in junior high schools in Taipei City. The physically disabled students in this study were defined as those who were physically challenged and those with Cerebral Palsy (CP) arranged in general classes, both of whom were without cognitive impairment and being aided directly or indirectly by resource classes. The effects of different individuals and backgrounds on the physically disabled students in junior high schools in Taipei City were researched and the conditions relevant to self-concept and life-adaption were further analyzed. The suggestions were provided for practitioners and subsequent researchers in accordance with the research results. The questionnaire survey was adopted in this study. The general survey proceeds with the research tools “Scale of self-concept of youth” and “Scale of life-adaption of high school students.” Eighty-eight questionnaires were released, wherein 71 valid questionnaires were returned. The summary was obtained as follows by analyzing the obtained quantitative data with descriptive statistics, t-test, and one-way analysis of variance: 1.The performance of self-concept of the physically disabled students in junior high schools in Taipei City is medium, but lower than the performance of the general students; in order: “school-self,” “ability-self,” “physical-self,” “family-self,” “study-self” and “emotion-self.” 2.The performance of self-concept of the physically disabled students in junior high schools in Taipei City was higher than the average, and even higher than the performance of the general students; in order: “family adaption,” “society adaption,” “self-competent,” “self-direction,” “work adaption,” “self-awareness,” “study adaption,” and “relationship.” 3.Self-concept of the physically disabled students in junior high schools in Taipei City was obviously different due to different “gender,” “family structure,” and “mother discipline.” 4.Life-adaption of the physically disabled students in junior high schools in Taipei City was obviously different due to different “gender” and “family structure.” 5.Self-concept and life-adaption of the physically disabled students in junior high schools in Taipei City were positively correlated.