高職特教班輕度智能障礙學生職業成熟及其相關因素之研究

Abstract

本研究旨在瞭解高職特教班輕度智能障礙學生的職業成熟現況及分析不同背景變項高職特教班輕度智能障礙學生職業成熟的差異情形，進而探討不同背景變項對職業成熟的預測力。 本研究利用自編之問卷為研究工具，調查北區223位高職特教班輕度智能障礙學生的職業成熟情形，研究資料以描述性統計、t考驗，單因子變異數分析與多元逐步迴歸等統計法進行處理，根據資料分析的結果，獲致以下四點結論： 1.高職特教班輕度智能障礙學生的職業成熟情形傾於積極正向。 2.工讀經驗是有關高職特教班輕度智能障礙學生職業成熟的重要因素。 3.高職特教班輕度智能障礙學生部分的個人與家庭背景變項與職業成熟有密切關聯。 4.高職特教班輕度智能障礙學生部分的個人與家庭背景變項能預測職業成熟的整體與分量表，但預測力有限。 本研究根據研究結論，對於教育有關單位、教師及進一步之研究提出有關建議。

This study investigated the present situation of the vocational maturity for mild mentally-retarded students in special education class of vocational schools. Furthermore, the study also analyzed the vocational maturity level of students with different background variables and found the significant predictors. There were 223 vocational school students with mild mental retardation investigated with a self-designed questionnaire. The data were analyzed by descriptive statistics, t-test, one-way ANOVA and multiple stepwise regression. The results of this study were： 1.The vocational maturity of the mild mentally-retarded students was positive. 2.Partime-job experience was the important factor to the vocational maturity. 3.Part of the personal and family background variables were closely related to the vocational maturity. 4.Factors of personal background and family background could be used to predict the total score and scores in different sections of this survey, but the powers of prediction were not high. Based on the conclusions above, several suggestions were offered for relevant educational institutes, educators and research in the future .