大學身心障礙學生 個人背景變項、校園經驗、學習表現及心理社會發展之相關研究

Abstract

摘要 本研究目的旨在探討身心障礙大學生的背景變項、校園經驗、學習表現，與心理社會發展的現況。及了解身心障礙大學生不同背景變項，校園經驗、學習表現與心理社會發展的差異情形。進而以逐步回歸的預測方法，分析背景變項、校園經驗，對學習表現、心理社會發展的預測力。最後根據研究結果，提出如何強化身心障礙大學生校園經驗的建議，藉以提升其學習表現與心理社會發展，並供教育行政單位、大學相關單位與人員之參考。 研究發現如下：不同障礙類別的學生，皆有機會進入大學就讀，不再只限於視覺、聽覺與肢體障礙的學生。身心障礙學生所就讀的學校以私立大學與技職為主，兩者共佔72.6％。身心障礙大學生多半來自中低社經地位家庭。學術經驗上，身心障礙大學生的學術經驗大致良好，但課業投入表現稍差，並多半不滿意自己的學習成果。人際經驗上，擁有較佳的同儕關係，但與異性交往上則充滿困難。學習表現上，批判思考能力最佳，英語聽說與閱讀能力、及數理能力表現較差。心理社會發展上，「發展自主性」表現最好，最差的則是「自我認定」。 不同背景變項上，本研究探討性別、身份別、障礙類別、父母親社經地位、與父母親關係、學校類型、住宿類型等七大類。結果發現不同背景變項在校園經驗、學習表現、心理社會發展上均有顯著差異。 本研究最後以逐步多元迴歸方法，進一步探討「個人背景變項」、「校園經驗」，對「學習表現」、「心理社會發展」的預測關係。結果發現「個人背景變項」、「校園經驗」，對「學習表現」及「心理社會發展」有預測力。並發現整體而言「校園經驗」對身心障礙大學生而言，是正面且積極的。 而且，不論是預測「學習表現」或「心理社會發展」，「人際經驗」都佔有很高的比重，這情況在「心理社會發展」更是明顯。故「校園經驗」中的「人際經驗」，是身心障礙大學生能否在大學生涯中，得到最佳「學習表現」與「心理社會發展」的重要關鍵。

The purpose of this study was to investigate the background variables of college students with disabilities, and their campus experiences, academic performance, and psychosocial development of the current situation. Moreover, to understanding the psychosocial barriers of different students’ background variables, campus experiences, academic performance and psychosocial development in different situations. And then use stepwise multiple regression method to analyze the background variables, campus experience, academic performance, psychosocial development of the significantly predicted. Finally, according to the research findings on how to strengthen the campus experience of students with disabilities, and then give recommendations to enhance their academic performance and psychosocial development, and for the educational authorities, universities, government agencies and personnel in Taiwan. The study found students in different types of obstacles got opportunities to enter universities. They are no longer limited by blind, deaf and physically disabled students. In addition, students with disabilities attend private universities and vocational college to the main. The two together account for 72.6%. However, most of the college students with disabilities came from families of low socio-economic status. When it comes to academic experience, the college students with disabilities generally perform fine, but most are not satisfied with their learning outcomes. In interpersonal experience, they have better relationships with the teachers and peers, yet with opposite sex are fraught with difficulties. We can also find in academic performance, their English learning ability and mathematical ability perform worse. Nevertheless, in psycho-social development, "the development of autonomous" of the performance is the best, but "self-identification" is the worst. Different background of variables, this study to explore gender, idenfication, obstacles categories, socio-economic status of parents, the relationship between parents, campus type, accommodation type of seven categories. The results showed that different background variables in the campus experience, academic performance, psychosocial development are significantly different. Finally, the study uses stepwise multiple regressions to further explore the background variables, campus experience, academic performance, psychological and social development in the relationship between forecast. The results showed that background variables, campus experience, academic performance and psychosocial development are predictable. Furthermore, it predicted academic performance, psychological and social development, and interpersonal experiences occupied a high proportion. The situation in psychological and social development is even more evident. Therefore, the campus experience of interpersonal experience must be the key to effect students with disabilities in the university career. It helps them to get the best academic performance and develop better achievements.