智障學生青少年手足的手足關係及同儕互動之相關研究

Abstract

中文摘要 本研究旨在探討智障學生青少年手足的手足關係與同儕互動關係之相關情形。首先探討智障學生青少年手足的背景變項在手足關係和同儕互動關係上的差異，接著就手足關係與同儕互動關係之相關做一分析，最後再探討手足關係對同儕互動關係的預測力。本研究採用問卷調查法，針對雲林縣、嘉義縣市、台南縣市、高雄縣市及屏東縣政府教育局記載設有啟智班的國民中小學智能障礙學生，其就讀於國中一至三年級之一般手足為對象，有效樣本共172名，以自編的「基本資料調查表」、「青少年手足關係問卷」和「同儕互動關係問卷」為研究工具來進行資料收集。最後再將所得之資料以描述統計、t考驗、單因子變異數分析、皮爾遜積差相關和逐步多元迴歸等統計方法進行處理，主要結果如下： 一、一般手足就讀年級、出生序、家庭子女數、父親教育程度、父親工作狀態和母 親管教方式，在智能障礙學生青少年手足的手足關係部份向度上有顯著差異。 二、智障者就讀階段別、一般手足性別、手足年齡差距、出生序、家庭型態、父親 工作狀態、母親工作狀態和母親管教方式，在智能障礙學生青少年手足的同儕 互動關係部份向度上有顯著差異。 三、手足關係中的「縱向關係」、「橫向關係」、「正向情感」、「活動參與」及「互動 時間」與同儕互動關係中的部份向度呈現顯著正相關。 四、手足關係中的「負向情感」與同儕互動關係中的「競爭」、「衝突/攻擊」和「破 壞行為」呈現顯著正相關。 五、手足關係中的「正向情感」、「活動參與」和「互動時間」則與同儕互動關係中 的「衝突/攻擊」行為呈現顯著負相關。 六、「縱向關係」對「合作/分享」、「領導」和「競爭」具有正向的預測力。 七、「橫向關係」對「照顧」具有正向的預測力。 八、「負向情感」對「競爭」、「衝突/攻擊」和「破壞行為」具有正向的預測力。 九、「互動時間」對「衝突/攻擊」具有負向的預測力。 最後再根據上述研究結果做進一步討論並提出相關建議，以供父母及學校相關人員參考。

A Study on the Relationship Between Sibling Relationship and Peer Relationship of the Adolescent Siblings of Students with Mental Retardation CHIA-I SHEN Abstract The main purpose of this study was to explore the relationship between sibling relationship and peer relationship of the adolescent siblings of students with mental retardation. First, the study would investigate whether adolescent siblings of students with mental retardation have significant differences in sibling relationship and peer relationship because of different background variables. Second, we would analyze the relationships between sibling relationship and peer relationship. Finally, the study would explore sibling relationship’s predictability for peer relationship. The subjects were 172 junior high school students whose MR siblings were studying in the special classes of the elementary school and junior high school in Yunlin County、Chiayi County、Chiayi City、Tainan County、Tainan City、Kaohsiung County、Kaohsiung City and Pingtung County. Assessing instruments included the questionnaire for personal basic data、Sibling Relationship Questionnaire and Peer Relationship Questionnaire. The data obtained were analyzed in terms of descriptive statistics, t test, one-way ANOVA, Pearson Product-Moment Correlation, and Stepwise Multiple Regression. The results of the research were as follows: (1)There was significant difference in sibling relationship between the adolescent siblings of students with mental retardation with different adolescent sibling’s grade、birth order、the amount of children、father’s educational level、father’s job and mother’s teaching style. (2)There was significant difference in peer relationship between the adolescent siblings of students with mental retardation with different MR sibling’s educational phase、adolescent sibling’s grade、gap of age、birth order、family pattern、parents’s job and mother’s teaching style. (3)The “longitudinal relationship”、“transverse relationship”、“positive affection”、 “taking part in activities” and “interactive time” were positively related to peer relationship. (4)The “negative affection” was positively related to “competition”、“aggression” and “destroying”. (5)The “positive affection”、“ taking part in activities” and “interactive time” were negative related to “aggression”. (6)The “longitudinal relationship” could positively predict “cooperation/sharing”、“leadership” and “competition”. (7)The “transverse relationship” could positively predict “care”. (8)The “negative affection” could positively predict “competition”、“aggression” and “destroying”. (9)The “interactive time” could negative predict “aggression”. Based on these findings, researcher discussed them further and provided some suggestions to parents and teachers.