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題名:高職階段中度智能障礙學生自我概念與自我擁護之研究
作者:林美玲 引用關係
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系所
指導教授:吳訓生
學位類別:博士
出版日期:2012
主題關鍵詞:中度智能障礙學生自我概念自我擁護moderate intellectual disabilitiesself-conceptself-advocacy
原始連結:連回原系統網址new window
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本研究旨在探討臺灣地區高職階段中度智能障礙學生自我概念與自我擁護的關係,研究者以自編問卷針對347位的高職階段中度智能障礙學生進行調查,同時蒐集學生自評與導師評量學生自我概念與自我擁護的資料,並以結構方程模式分析,來評鑑蒐集的資料是否適配於本研究所提出的理論模式。研究結果發現,研究者所建構之結構模式得到證實與支持。
本研究主要的發現說明如下:(1)自我概念與自我擁護的結構模式與採用融合雙重二法及圖式等級量表的填答類型讓學生自評所得的資料適配,而且在不同性別、年級、主要照顧者、家庭社經地位、學校區域和國中階段安置型態的學生自評資料中具有結構恆等性,代表不同背景變項學生自評之自我概念與自我擁護結構模式沒有顯著差異存在。(2)自我概念與自我擁護的結構模式與導師評量的資料適配,而且在不同性別、年級、主要照顧者、家庭社經地位、學校區域和國中階段安置型態的學生自評資料中具有結構恆等性,代表導師評量不同背景變項學生之自我概念與自我擁護結構模式沒有顯著差異存在。(3)同時自我概念與自我擁護的結構模式在學生自評和導師評量此兩群組資料中具有結構恆等性,代表學生自評和導師評量所呈現的自我概念與自我擁護結構模式沒有顯著差異存在,研究結果顯示自我概念與自我擁護都是顯著的正相關。(4)融合雙重二分法及圖式等級量表的填答類型適用於高職階段中度智能障礙學生在瞭解題意後自陳問卷。
The purpose of this study was to examine the relationship between self-concept and self-advocacy among vocational high school students with moderate intellectual disabilities in Taiwan. Researchers used self-designed questionnaires to conduct a survey. A total of 347 students with moderate intellectual disabilities were involved in the study. We also collected self-concept and self-advocacy information from these students’self-reports and their teachers’ratings. We used students self--reports and their teachers’ratings of self-concept and self-advocacy to investigate the structural model using structure equation modeling in order to evaluate the fit between the collected data and proposed the theoretical model. The results supported the assumed model.
The main findings of the study were as followings: (1)structural invariance across gender, grade, primary caregivers, family social economic status , school district, and type of school placement of students self--reports of self-concept and self-advocacy questionnaires associated with double binary and graphical response scale formats; (2)structural invariance across gender, grade, primary caregivers, family social economic status , school district, and type of school placement of their teachers’ratings of self-concept and self-advocacy questionnaires associated with Likert scale formats; (3)structural invariance across self- and others’ ratings of self-concept and self-advocacy; and (4) double binary and graphical response scale formats of the self-designed questionnaires adapted for vocational high school students with moderate intellectual disabilities.
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