高中職學習障礙學生自我概念與生活適應之研究
No Thumbnail Available
Date
2013
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
本研究旨在探討高中職學習障礙學生自我概念與生活適應之情形。本研究採問卷調查法，抽取457位北區高中職學習障礙學生為樣本，並以自編之「高中職學生自我概念與生活適應調查表」作為工具進行調查。問卷調查所得資料經由SPSS套裝軟體進行描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關等進行統計分析，以回答本研究之待答問題。綜合本研究之結論如下：
一、高中職學習障礙學生之自我概念及生活適應情形尚佳，高中職學習障礙學生的自我概念中，以社會自我最佳，生理自我、情緒自我及家庭自我次之，學業自我最低。生活適應中，家庭適應最佳，人際適應、學校適應次之，而個人適應最低。
二、不同性別之高中職學習障礙學生在生理自我概念及情緒自我概念上有顯著差異，男生在生理自我及情緒自我等方面皆高於女生。
三、不同學校類型之高中職學習障礙學生在整體自我概念、生理自我、家庭自我及社會自我上有顯著差異，且私立學校學生皆高於公立學校學生。
四、不同家庭型態之高中職學習障礙學生在家庭自我概念上有顯著差異，與雙親同住之學生顯著高於與單親同住之學生。
五、不同學校類型之高中職學習障礙學生在整體生活適應、個人適應及家庭適應上有顯著差異，且私立學校學生皆高於公立學校學生。
六、高中職學習障礙學生之自我概念與生活適應之間關係密切，且整體自我及各層面皆和整體生活適應及各層面，兩兩之間呈現顯著的正相關。
最後，研究者依據研究所得結果提出建議，作為學校單位、家長及後續研究之參考。
The purpose of this study was to discuss the differences of self-concept and life adjustment among the senior high school students with learning disabilities. It also aimed to explore the relationship between learning disabilities students’ self-concept and life adjustment. The valid samples consisted of 457 senior high school students with learning disabilities in the northern region of Taiwan. The research instrument was “ Self-Concept and Life Adjustment Questionnaire of Senior High School Students”. All those information had been dealt and analyzed by the method of descriptive statistics, T-test, one-way ANOVA, and Pearson’s product-moment correlation analysis. The major Conclusions were as follows: 1. All of the self-concept and life adjustment of students with learning disabilities were above the average. Among all aspects of self-concept in students with learning disabilities, the score from highest to lowest was social self-concept, physical self-concept,emotioal self-concept,family self-concept,and academic self-concept. Among all aspects of life adjustment in students with learning disabilities, the score from highest to lowest was family adjustment, interpersonal adjustment, school adjustment,and personal adjustment. 2.Self-concept showed significant differences among students with learning disabilities of different sex in physical self-concept and emotional self- concept. Besides, male students were better than female students. 3. Self-concept showed significant differences among students with learning disabilities of different school type in global self-concept, physical self- concept,family self-concept , and social self-concept. Besides, students in private school were better than students in public school. 4. Self-concept showed significant differences among students with learning disabilities of different family type in family self-concept.Students who lived with parents were better than students who lived with single parents. 5. Life adjustment showed significant differences among students with learning disabilities of different school type in global life adjustment, personal adjustment,amd family adjustment. Students in private schools were better than students in public school. 6. There were significant positive correlations among self-concept and life adjustment of students with learning disabilities. Finally, the researcher make recommendations based on the findings of the Institute, as a reference in schools, parents and the follow-up study.
The purpose of this study was to discuss the differences of self-concept and life adjustment among the senior high school students with learning disabilities. It also aimed to explore the relationship between learning disabilities students’ self-concept and life adjustment. The valid samples consisted of 457 senior high school students with learning disabilities in the northern region of Taiwan. The research instrument was “ Self-Concept and Life Adjustment Questionnaire of Senior High School Students”. All those information had been dealt and analyzed by the method of descriptive statistics, T-test, one-way ANOVA, and Pearson’s product-moment correlation analysis. The major Conclusions were as follows: 1. All of the self-concept and life adjustment of students with learning disabilities were above the average. Among all aspects of self-concept in students with learning disabilities, the score from highest to lowest was social self-concept, physical self-concept,emotioal self-concept,family self-concept,and academic self-concept. Among all aspects of life adjustment in students with learning disabilities, the score from highest to lowest was family adjustment, interpersonal adjustment, school adjustment,and personal adjustment. 2.Self-concept showed significant differences among students with learning disabilities of different sex in physical self-concept and emotional self- concept. Besides, male students were better than female students. 3. Self-concept showed significant differences among students with learning disabilities of different school type in global self-concept, physical self- concept,family self-concept , and social self-concept. Besides, students in private school were better than students in public school. 4. Self-concept showed significant differences among students with learning disabilities of different family type in family self-concept.Students who lived with parents were better than students who lived with single parents. 5. Life adjustment showed significant differences among students with learning disabilities of different school type in global life adjustment, personal adjustment,amd family adjustment. Students in private schools were better than students in public school. 6. There were significant positive correlations among self-concept and life adjustment of students with learning disabilities. Finally, the researcher make recommendations based on the findings of the Institute, as a reference in schools, parents and the follow-up study.
Description
Keywords
高中職, 學習障礙, 自我概念, 生活適應, senior high school, learning disabilities, self-concept, life adjustment