臺灣地區國中階段學習障礙學生學習態度及家長參與之關係

Abstract

本研究之目的在探討臺灣地區國中階段學習障礙學生的學習態度及家長參與間關係，並且進一步瞭解家長參與在國中階段學習障礙子女學習目前所遭遇的困境做討論及給予建議。以自編之「國中學習態度問卷」作為抽樣調查之工具，問卷分為兩個部分。第一部分為學生自填的「學習態度」問卷及第二部分為學生家長自填的「家長參與」，有效問卷共488份。其結果如下: 一、在學生學習態度與家長參與的現況方面，國中階段學習障礙學生學習態度總分的平均數為2.83，接近平均每題得分的中間值3，可見整體國中學習障學生的學習態度尚佳。國中階段學習障礙學生家長參與以家庭層面表現最好平均數3.12，其餘依序為社區層面與學校層面。 二、在學生學習態度與家長參與之關係的差異分析上，(1)臺灣地區國中階段學習障礙學生「性別不同」對學習態度與家長參與，皆無顯著差異。 (2)「年級不同」之國中階段學習障礙學生對於學習態度與家長參與，有顯著差異。(3)「父母親教育程度不同」也對國中階段學習障礙學生之學習態度與家長參與，有顯著差異。(4)「經濟狀況不同」對國中階段學習障礙學生學習態度，皆無顯著差異。(5)「經濟狀況不同」對家長參與方面確有顯著差異。(６)「父母親的管教態度」同時對國中階段學習障礙學生學習態度有顯著差異，分析也發現父母親使用民主式的管教方式會比較積極正向。三、在學生學習態度與家長參與之相關分析方面，研究發現學習障礙學生之整體家長參與學習態度相關性高。臺灣地區國中階段學習障礙學生家長參與在家庭層面的參與，對於學生學習態度都具有正向積極的影響力，因此可知家庭層面對臺灣地區國中階段學習障礙學生是重要並且不可或缺的環節。The purpose of this study was to discuss the relationship with learning attitude of students with learning disabilities in junior high school and parental participation in Taiwan. A total of 488 students at a junior high schools took the instruments, which include the “Student’s Learning Attitude” and the “Parental Participation”. The main findings of this study were as follows: The score of Learning Attitude of Students with Learning Disabilities in Taiwan’s Junior High School is 2.83. The score of average is 3. The best performing aspect of Participation of parents of students with learning disabilities is family aspect. The score of it is 3.12. The second aspect is community, then school. There was not a significant difference between the parental participation and the learning attitude of students with learning disabilities in different gender. There was a significant difference between the parental participation and the learning attitude of students with learning disabilities in different grades. There was a significant difference between the learning attitude of students with learning disabilities and parental participation with different educational attainment. There was not a significant difference between the learning attitudes of students with learning disabilities in different financial situations. There was a significant difference between the parental participations in different financial situations. There was a significant difference between the learning attitudes of students with learning disabilities in different parents’ disciplining attitudes. In addition, the analysis tells that using the democratic disciplining attitudes will make the learning attitudes of students with learning disabilities much more positive. Moreover, the correlation analysis of the relationship between the learning attitude of students with learning disabilities in Taiwan’s Junior High School and Parental Participation tells that two factors are highly correlated. Family has positive influence to the relationship with learning attitude of students with learning disabilities in junior high school and parental participation in Taiwan. Therefore we can tell family is an important aspect to the students with learning disabilities. This study believes students with learning disabilities will have significant advancement through the cooperation of teachers and parents.