國中生慣用手、父母接納慣用手態度、慣用手認同與自我概念之探究

Abstract

本研究旨在瞭解國中生慣用手使用情形、父母接納慣用手態度、慣用手認同與自我概念的現況，並探討不同慣用手國中生在父母接納慣用手態度、慣用手認同及自我概念上之差異，並進一步探究不同慣用手且不同父母接納慣用手態度之國中生是否在慣用手認同上會有顯著差異；同時也試圖瞭解不同慣用手且不同慣用手認同之國中生是否在自我概念上有顯著之交互作用。 本研究採問卷調查方法，研究工具包括「評估慣用手問卷」、「父母接納慣用手態度問卷」、「慣用手認同問卷」、「青少年自我概念量表」。調查對象包括臺灣北、中、南地區共13所國民中學共計3,367名，回收有效問卷3,182份，回收率為94.5%，並依研究目的篩選出938名受試者進行分析。獲得之研究資料以獨立樣本t檢定、單因子變異數分析及二因子變異數分析等統計方法進行分析，其重要結果如下： 一、不同慣用手國中生知覺到的父母接納慣用手態度有顯著差異，右利國中生知覺到的父母接納慣用手態度顯著高於左利國中生。 二、不同慣用手國中生在慣用手認同上有顯著差異，左利國中生的慣用手認同顯著高於右利國中生。 三、不同慣用手且不同父母接納慣用手態度之國中生在慣用手認同有顯著差異，其中左利學生的慣用手認同都顯著高於右利學生，但左利學生中父母接納慣用手態度高低在慣用手認同上並無顯著差異。 四、不同慣用手且不同慣用手認同之國中生在自我概念及學業我上有交互作用，高慣用手認同之左利與右利國中生沒有顯著差異，但低慣用手認同之左利國中生在自我概念及學業我得分上顯著低於右利國中生。 本研究針對研究結果，分別對家長、學校與及未來研究提出建議以供之參考。The study intended to explore the usage of handedness of junior high students, the parental acceptance attitudes toward handedness, the identity of handedness and self-concept. Meanwhile, the study explored the difference among what mentioned previous; also, it further explored whether the significance difference of parental acceptance attitudes and different handedness does exist. On the other hand, the study tried to figure out different handedness and identity of handedness do have significant interactive function on self-concept. The study used questionnaire method. The research tools include Handedness assessment questionnaire, Parental acceptance attitudes towards handedness questionnaire, Handedness-identity questionnaire, and Adolescent self-concept scale. A sample of 3,367 junior high school students of 13 schools in the north, middle and south of Taiwan responded to those questionnaires. The recovery effective questionnaires are 3,182, and the recovery rate is 94.5%. Owing to the purpose, the researcher filtered out 938 subjects for analysis with t-test, one-way ANOVA and two-way ANOVA examining the hypotheses of this study. And the results are as followed, 1. The different handedness junior high school students perceived significant different attitudes from Parental acceptance attitudes towards handedness; the right ones, perceived significantly higher acceptance attitudes from parents than the of left-handed ones. 2. Different handedness students have significant difference of Handedness-identity. Left ones have score higher than the right ones. 3. Students of different handedness and of different Parental acceptance attitudes towards handedness have significant differences of handedness-identity. Left-handed students are significantly higher than the right ones. But left-handed students have no significant differences when it comes to parental acceptance handedness attitudes and handedness-identity. 4. Different handedness and different handedness-identity of junior high school students have interaction in academic-self and self-concept. High identity of handedness students have no significant difference; however, low identity of handedness among left-handed students scored significantly lower than low identity of right-handed ones. According to the results, the researcher has some suggestions respectively for parents, schools and for future research for reference.