現實治療團體諮商對國中學習障礙學生之輔導效果

Simple item page
dc.contributor.author楊靖婷zh_tw
dc.contributor.author丁原郁zh_tw
dc.contributor.authorChing-Ting Yangen_US
dc.contributor.authorYuan-Yu Dingen_US
dc.date.accessioned2016-05-04T05:08:34Z
dc.date.available2016-05-04T05:08:34Z
dc.date.issued2015-06-??
dc.description.abstract本研究旨在探討現實治療團體對國中學習障礙學生在國中生內外控信念和國中生學業相關自我概念的成效。本研究採用前後測準實驗設計，以台南和高雄地區42 位國中學習障礙學生（實驗組21 位，控制組21 位）為研究對象。實驗組進行每週兩次，每次100 分鐘，連續五週共10次的團體。研究參與者需要接受國中生內外控信念量表和國中生學業相關自我概念量表之前測以及於團體後立即後測，且於團體結束後4 週進行追蹤測。然後進行單因子共變數或詹森-內曼分析，以評估實驗處理效果。本研究結果發現：1. 國中學習障礙學生參加現實治療團體諮商後，能立即提升內控信念（F = 12.927，p < .01）、自己可努力（F = 5.93，p < .05）以及自己可掌控的信念（F = 19.755，p < .001）。2. 國中學習障礙學生參加現實治療團體諮商後，能立即提升整體的學業相關自我概念（F = 4.803，p < .05）。3. 國中學習障礙學生參加現實治療團體諮商結束後，能持續提升學業我的自我概念（F = 4.956，p < .05）。4. 現實治療團體能運用WDEP 的歷程有助於提升國中學習障礙學生整體的內控信念、學業相關自我概念。綜合以上研究結果，研究者提出對學校輔導工作人員以及未來研究之建議。zh_tw
dc.description.abstractThe purpose of the study was to explore the effects of reality therapy group counseling on locus of control and self-concept of learning for junior high school students with learning disabilities .The research used a quasi-experimental design. Participants were forty-two junior high school students with learning disabilities from Tainan and Kaoshiung. Twenty-one students in the experimental group and twenty-one students were in a control group. The participants in the experimental group attended 5 weekly group counseling sessions for 100 minutes twice a week for a total of10 counseling sessions. Participants in the study completed theLocus of control of junior high school students scale and the Self-concept of learning of junior high school students scalewhich were developed for this study. The surveys were taken at pretest,posttest,and four-week follow-up after the therapy program had ended.A one-way ANCOVA or John-Neymant analysis evaluatedthe effects of experimental treatment. Four significant results were found for those who joined the reality therapy group counseling. First, junior high school students with learning disabilities has an immediate positive effect on the whole locus of control, locus of “I can make effort” and “ I can control.” Second, junior high school students with learning disabilitieshas an immediate positive effect on the whole self-concept of learning. Third, junior high school students with learning disabilities continuously improves theirself-concept of “study-self.” Fourth, reality therapy group counseling can be helpful for improving locus of control and self-concept of learning for junior high school students with learning disabilities through WDEP progress.Based on the results, the applications of this study and directions for future researchwere discussed.en_US
dc.identifierACAEDCE0-8192-804B-51E0-C6E57DCD6BF7
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/78140
dc.language中文
dc.publisher國立臺灣師範大學教育心理學系zh_tw
dc.publisherDepartment of Educational Psychology, NTNUen_US
dc.relation46(4)，589-607
dc.relation.ispartof教育心理學報zh_tw
dc.subject.other內外控信念zh_tw
dc.subject.other自我概念zh_tw
dc.subject.other現實治療zh_tw
dc.subject.other學習障礙zh_tw
dc.subject.otherlocus of controlen_US
dc.subject.otherself-concepten_US
dc.subject.otherreality therapyen_US
dc.subject.otherlearning disabilitiesen_US
dc.title現實治療團體諮商對國中學習障礙學生之輔導效果zh-tw
dc.title.alternativeThe Effects of a Reality Therapy Counselingon on Locus of Control and Self-concept Learning forJunior high school Students with Learning Disabilitieszh_tw

Files

Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
ntnulib_ja_A0201_4604_589.pdf
Size:
823.85 KB
Format:
Adobe Portable Document Format
Download

Collections

教育心理學報