高中職普通班身心障礙學生學習態度與心理健康之研究
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2016
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Abstract
本研究旨在探討不同背景變項之公立高中職普通班身心障礙學生學習態度與心理健康之現況、比較其差異情形，以及學習態度與心理健康之間的關係、預測情形，亦比較就讀高中職普通班身心障礙學生及一般學生在學習態度與心理健康之差異。研究方法為問卷調查法，研究者以261位臺北市公立高中職普通班身心障礙學生為研究對象、319位臺北市公立高中職一般生為比較對象，使用「青少年學習態度量表」以及「正向心理健康量表」作為研究工具，以描述統計、單變量變異數分析、皮爾森積差相關以及迴歸關係進行資料處理與分析，獲得以下發現：
1. 就讀高中或就讀高職之身心障礙學生在學習態度及心理健康上皆無顯著差異。
2. 女學生之學習態度顯著優於男學生，但在心理健康上男女無顯著差異。
3. 高中職身心障礙學生在學習態度及心理健康隨著年級越高而越來越低落。
4. 不同障礙類別的高中職身心障礙學生在學習態度及心理健康上有顯著差異。
5. 與一般學生相比較，自閉症學生在學習態度及心理健康皆顯著低於一般學生；學習障礙學生在心理健康上顯著高於一般學生。
6. 高中職普通班身心障礙學生的學習態度與心理健康之間呈現顯著正相關，且學習態度對心理健康具有五成七的預測力。
最後，根據上述研究結果進行討論並提出相關建議，以作為實務工作者及未來研究的參考。
The study is to explore the relationship between learning attitude and mental health among students with disabilities in inclusive classrooms of urban public high schools. 580 participants were asked to complete self-report measures of Learning Attitude Scale for Adolescents and Positive Mental Health Scale. The data were analyzed by Pearson Product-Moment Correlation Coefficient, Analysis of Variable, and linear regression. Findings suggest the following: 1. Students with disabilities reported no significant differences on learning attitude and mental health in different high school settings. 2. Significant difference by gender was found on learning attitude. Female students with disabilities reported more positive learning attitude. 3. The increasing academic demands might be especially adverse to learning attitude and mental health of twelfth-grade students with disabilities. 4. The students with disabilities reported significant differences on learning attitude and mental health by varied disability classification. 5. Students with Autism Spectrum Disorders (ASD) reported more emotional distress and less positive attitude among participants. Students with Learning Disability (LD) reported better mental health than regular students. 6. The result supported a significant and positive association between learning attitude and mental health of students with disabilities. Ｍental health would be predicted from learning attitude with 57%. School educators might use the study result to better serve students with disabilities. Extended future research is also recommended.
The study is to explore the relationship between learning attitude and mental health among students with disabilities in inclusive classrooms of urban public high schools. 580 participants were asked to complete self-report measures of Learning Attitude Scale for Adolescents and Positive Mental Health Scale. The data were analyzed by Pearson Product-Moment Correlation Coefficient, Analysis of Variable, and linear regression. Findings suggest the following: 1. Students with disabilities reported no significant differences on learning attitude and mental health in different high school settings. 2. Significant difference by gender was found on learning attitude. Female students with disabilities reported more positive learning attitude. 3. The increasing academic demands might be especially adverse to learning attitude and mental health of twelfth-grade students with disabilities. 4. The students with disabilities reported significant differences on learning attitude and mental health by varied disability classification. 5. Students with Autism Spectrum Disorders (ASD) reported more emotional distress and less positive attitude among participants. Students with Learning Disability (LD) reported better mental health than regular students. 6. The result supported a significant and positive association between learning attitude and mental health of students with disabilities. Ｍental health would be predicted from learning attitude with 57%. School educators might use the study result to better serve students with disabilities. Extended future research is also recommended.
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身心障礙學生, 學習態度, 心理健康, learning attitude, mental health, students with disabilities