身心障礙資優學生之自我認同、學校適應及支持需求之關聯研究

Abstract

本研究旨在了解臺北市及新北市身心障礙資優學生的自我認同、學校適應情形及對相關支持服務的需要程度，並探討自我認同、學校適應及支持需求之間的關係。研究方法為問卷調查法，以臺北市及新北市國高中階段之身心障礙資優學生為研究對象，另選取符合對照條件的一般資優學生作為對照組，使用自編之「青少年學校適應及支持需求調查問卷」為研究工具，共計有51位身心障礙資優學生參與研究。將施測所得資料以描述統計、獨立樣本T檢定、單因子變異數分析、積差相關以及逐步迴歸進行統計分析。

研究結果如下： 一、身心障礙資優學生在自我認同、學校適應的表現上低於一般資優學生，但兩者對於學校及家庭的支持需求程度接近。

二、在支持需求方面，國中身心障礙資優學生對支持需求的程度顯著高於高中身心障礙資優學生；對於自己在學校適應上的表現方面，學術性向資優類別的身心障礙資優學生顯著地優於藝術才能資優類別的身心障礙資優學生。

三、自我認同與學校適應之間有顯著高度正相關；學校適應與支持需求之間為顯著低度正相關；自我認同與支持需求之間的相關則是未達顯著。

四、身心障礙資優學生自覺的自我認同、家庭支持需求對學校適應表現具有正向預測力，顯示認為自己在自我認同表現好及對家庭支持需求程度高的身心障礙資優學生，也自覺在學校適應上表現良好。

This study aims to investigate the level of self-identity, school adjustment, and the need for support of twice-exceptional students. Also, it aims to explore the relationship between self-identity, school adjustment, and need for support. Through questionnaire survey method, this study targeted on twice-exceptional students in Taipei City and New Taipei City, while general gifted students in these areas were employed as the control group. A total of 51 twice-exceptional students and 51 general gifted students were involved in the study as valid samples. The data were analyzed for descriptive statistics, independent-sample t-test, one-way ANOVA, Pearson product-moment correlation, and stepwise regression. The results of the study are as follows:

1.General gifted students are superior to the twice-exceptional students in terms of self-identity and school adjustment. However, both of the groups are equally in need of the support from schools and families.

2.Twice-exceptional students in junior high school have a significantly higher level of need for support than senior high school students. Moreover, twice-exceptional students who are academically gifted exhibit a higher level of school adjustment than those who are artistically gifted.

3.A high level of positive correlation was found between self-identity and school adjustment for twice-exceptional students. In addition, school adjustment is positively and significantly (yet lowly) correlated with need for support for twice-exceptional students.

4.Self identity and support need from family, as reported by twice-exceptional students, can positively predict school adjustment, indicating that twice-exceptional students who are confident about their self identity and need more supports from family also confident about their school adjustment.