保護因子對於不同復原力類型學習障礙學生之影響

Abstract

由於神經心理功能的缺陷，使學習障礙學生在學業上持續遭遇困難，若加上社會情緒上的問題，就容易對其適應造成影響。從復原力的角度來看，若有良好的個人特質或社會支持，就能協助個人在逆境中有正向的發展。本研究旨在探討自我概念、自我效能、家庭支持、教師支持以及同儕支持等內、外在保護因子對學障學生心理健康是否產生保護作用。以特殊教育長期追蹤資料庫99 學年度303 位國三學障學生為對象，透過個人取向的復原力研究設計，以瞭解不同保護因子及危險因子集群之學障學生，其及心理適應是否有所差異。結果發現可將學生分為具復原力（20.8％）、適應良好（32.0％）、高度風險（20.5％）以及適應欠佳（26.7％）等四組，以區別分析檢視正確分群的程度，其總正確率為94.7%。此外，比起高度風險和適應欠佳群體，具復原力和適應良好兩組學生有顯著較佳的自我概念、自我效能、家庭關係、師生關係以及同儕關係。本研究最後針對保護因子對於學障學生心理健康的影響提出討論，並對未來研究與實務工作提出建議。

Learning disabilities in children are assumed to result from a neurologicaldisorder that makes adequate performance in school difficult for them. Additionally, socialemotional problems can easily affect adaptive skills in these students. In terms of resilience,having good personal competence or social support helps individuals to adapted well whenfacing adversity. This study investigates whether internal and external protective factors,such as self-concept, self-efficacy, family support, teacher’s support, and peer support,have protective effects on the psychological health of students with learning disabilities.Methods: This study focused on 303 third-grade students with learning disabilities whowere registered in the Special Needs Education Longitudinal Study data archive in the 2010academic year. A research design featuring personal orientation resilience, comprising twoindicators, academic performance (risk factor) and mental health (adaptive outcome), wasimplemented for conducting a cluster analysis. Following grouping, the chi-square test wasused to determine the number of students of different gender and educational placements.Moreover, ANOVA was used to determine the difference in risk factors, protective factors,and mental health among students from four clusters. Results/Findings: According to theresults, students can be divided into four groups: resilient (20.1%), competent (32.0%),highly vulnerable (20.5%), and maladaptive (26.7%). These findings are supported by adiscriminant analysis, which identified 94.7% correctly. Additionally, resilient and welladaptedstudents were found to have significantly better self-concept, self-efficacy, familyrelationships, teacher–student relationships, and peer relationships than the high-risk andpoorly adapted students. Conclusions/Implications: This study discusses the impact ofprotective factors on the psychological health of students with learning disabilities and recommends future research and practical usage of the study outcomes. No significantdifferences in risk factors, protective factors, and mental health were observed, irrespectiveof the gender or placement, indicating that gender or placement is not a factor influencingthe resilience of students with learning disabilities. Second, academic achievement was onlyassociated with teacher’s support and did not have any significant correlation with factorssuch as protective factors and mental health. This indicates that the higher the teacher’ssupport, the better the academic achievement of the students with learning disabilities. Bycontrast, mental health and all protective factors were positive correlation. Third, studentswith learning disabilities were clustered into four groups: competent, resilient, maladaptive,and high vulnerable. In terms of risk factors, academic performance of students with goodand poor adaptation was better than that of students from the other two clusters. In terms ofmental health, differences were observed among the four groups, and students with resiliencewere the best. In terms of protective factors, students with good adaptability and resiliencewere significantly better than those with poor adaptability and high risk. In practice, thisstudy was intended to empower families and teachers and promote self-efficacy and selfconceptin students with learning disabilities. In terms of research, this study was conductedto consider the sources of risk factors and protective factors, and the variables that influencestudents with disabilities.