臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：花蓮縣國中小學學習障礙學生歸因型態之調查研究
書刊名：東臺灣特殊教育學報
作者：鄭立瑋／林坤燦 引用關係
作者(外文)：Chen, Li-wei／Lin, Kun-tsan
出版日期：2010
卷期：12
頁次：頁127-154
主題關鍵詞：歸因；學習障礙；Attribution；Learning disability
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(0) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:44
  • 點閱點閱:36
本研究主要探討國中小學習障礙學生之歸因型態，並分析瞭解不同背景變項與歸因型態間的相關，進一步比較學障與一般生在歸因型態上的異同。研究者自編「國民中小學學生歸因型態調查問卷」，以花蓮縣國中小學障生148 人、一般生255人為研究樣本，進行問卷調查，研究結果如下： 一、花蓮縣國中小學習障礙學生的歸因型態 (一)花蓮縣國中小學習障礙學生在整體歸因型態方面，較趨向「努力」、「內控」與「不穩定」歸因。 (二)花蓮縣國中小學障生對於發生的正向事件結果解釋偏向「努力」、「內控」與「不穩定」歸因。 (三)花蓮縣國中小學障生對於發生的負向事件結果解釋偏向「內控」與「穩定」歸因。 二、不同背景變項之花蓮縣國中小學習障礙學生的歸因型態 (一)不同性別之花蓮縣國中小學習障礙學生在歸因型態無顯著差異。 (二)不同家庭社會經濟地位之花蓮縣國中小學習障礙學生在歸因型態無顯著差異。 (三)不同教育安置之花蓮縣國中小學習障礙學生在歸因型態無顯著差異。 (四)不同學校規模之花蓮縣國中小學習障礙學生在歸因型態有顯著差異。 (五)不同教育階段之花蓮縣國中小學習障礙學生在歸因型態有顯著差異。 三、花蓮縣國中小學習障礙與一般學生歸因型態之差異情形 (一)花蓮縣國中小學習障礙與一般生在整體歸因型態上有顯著差異：國中小學障生比國中小一般生趨向「運氣」與「工作難度」歸因。 (二)國中小學障生比國中小一般生對於發生的正向事件結果解釋偏向「運氣」、「工作難度」、「外控」與「穩定」歸因。 (三)國中小學障生比國中小一般生對於發生的負向事件結果解釋偏向「能力」、「運氣」、「工作難度」、「外控」與「穩定」歸因。
The purpose of this study is to explore attribution patterns of students with learning disabilities in Hualien elementary and junior high schools. The research analyzed the relationship between attribution patterns and various background variables, and furthermore it compared the difference of attribution patterns between students with learning disabilities(LD) and nonlearning-disabled(NLD) students. The instrument used in this study was self-made “Attribution Patterns Questionnaire for elementary and junior high school students.＂ The sample consists of 148 students with learning disabilities and 255 nonlearning-disabled students from Hualien elementary and junior high schools. The major findings are as following. A. The attribution patterns of students with learning disabilities in Hualien elementary and junior high schools a. Students with LD in Hualien elementary and junior high schools displayed a greater tendency to use effort, internal, and unstable factors. b. Students with LD in Hualien elementary and junior high schools displayed a greater tendency to use effort, internal, and unstable factors in positive events. c. Students with LD in Hualien elementary and junior high schools displayed a greater tendency to use internal and stable factors in negative events. B. The attribution patterns of students with learning disabilities in Hualien elementary and junior high schools in different background variables a. There is no significant difference between genders. b. There is no significant difference among socioeconomic status. c. There is no significant difference between educational placements. d. There is significant difference among school scales. e. There is significant difference between educational stages. C. The difference attribution patterns between students with LD and NLD in Hualien elementary and junior high schools a. There is significant difference between students with LD and NLD. Students with LD displayed a greater tendency to use luck and task difficulty factors than NLD. b. Students with LD displayed a greater tendency to use luck, task difficulty, external, and stable factors than NLD in positive events. c. Students with LD displayed a greater tendency to use ability, luck, task difficulty, external, and stable factors than NLD in negative events.
期刊論文
1.連韻文、朱瑞玲、任純慧、吳家華(20060600)。華人沒有基本與終極歸因偏誤嗎？--對Morris與Peng (1994)的回應。中華心理學刊，48(2)，163-181。new window  延伸查詢new window
2.Morris, M. W.、Peng, K.(1994)。Culture and Cause: American and Chinese Attribution for Social and Physical Events。Journal of Personality and Social Psychology，67，949-971。  new window
3.莊小玲、葉昭幸(200109)。加護病房中早產兒父母之人格特質、社會支持、壓力感受與身心反應之相關研究。長庚護理，12(3)=35，220-233。new window  延伸查詢new window
4.Bender, W. N.、Wall, M. E.(1994)。Social-emotional development of students with learning disabilities。Learning Disability Quarterly，17(4)，323-341。  new window
5.Tabassam, W.、Grainger, J.(2002)。Self- concept, attributional style and self-efficacy beliefs of students with learning disabilities with and without attention deficit hyperactivity disorder。Learning Disabilities Quarterly，25(2)，141-151。  new window
6.吳鐵雄(19820600)。青少年男女學生社會認知與歸因方式之關係。教育心理學報，15，149-165。new window  延伸查詢new window
7.郭生玉(19840500)。國小學童成敗歸因與學業成就、成就動機及成敗預期關係之研究。教育心理學報，17，51-72。new window  延伸查詢new window
8.洪光遠、楊國樞(19790900)。歸因特質的測量與研究。中央研究院民族學研究所集刊，48，89-154。  延伸查詢new window
9.鄭慧玲、楊國樞(19770300)。成就歸因歷程對成就動機與學業成就的影響。中央研究院民族學研究所集刊，43，85-127。  延伸查詢new window
10.劉焜輝(19910500)。歸因治療的理論與實施。諮商與輔導，65，9-13。  延伸查詢new window
11.梁茂森(19960300)。魏納歸因理論之探研。高雄師大學報，7，101-126。new window  延伸查詢new window
12.Covington, Martin V.(1984)。The self-worth theory of achievement motivation: Findings and implications。The Elementary School Journal，85(1)，4-20。  new window
13.張豔霞(1999)。教師行為對學生歸因的影響及教育對策。濟南交通高等專科學校學報，7(4)，53-56。  延伸查詢new window
14.韓仁生、王毓珣(2003)。我國中小學生學業成就歸因的特點與教育建議。中國教育學刊，2003(6)，47-50。  延伸查詢new window
15.Handwerk, M. L.、Marshall, R. M.(1998)。Behavioral and emotional problems of students with learning disabilities, serious emotional disturbance, or both conditions。Journal of Learning Disabilities，31，327-338。  new window
16.Hisama, T.(1976)。Achievement motivation and the locus of control of children with learning disabilities and behavior disorders。Journal of Learning Disabilities，9(6)，387-392。  new window
17.Ehly, S.、Reimers, T. M.、Keith, T. Z.(1986)。Discriminant validity of the personality inventory for children: Can it identify learning disabled children。Learning Disabilities Research，2，26-31。  new window
18.Kavale, K. A.、Forness, S. R.(1996)。Treating Social skill deficits in children with learning disabilities: A meta-analysis of the research。Learning Disability Quarterly，19(1)，2-13。  new window
19.Rothman, H. W.、Cosden, M.(1995)。Therelationship between self-perception of a learning disability and achievement, self-concept and social support。Learning Disability Quarterly，18(3)，203-212。  new window
20.Tarnowski, K. J.、Nay, S. M.(1989)。Locus of Control in Children with Learning Disabilities and Hyperactivity: A Subgroup Analysis。Journal of Learning Disabilities，22(6)，381-383+399。  new window
21.Tur-Kaspa, H.、Bryan, T.(1993)。Social Attributions of Students With Learning Disabilities。Exceptionally，4(4)，229-243。  new window
22.Tollefson, N.、Tracy, D. B.、Johnsen, E. P.、Buenning, M.、Farmer, A.、Barké, C. R.(1982)。Attribution patterns of learning disabled adolescents。Learning Disability Quarterly，5(1)，14-20。  new window
23.Vaughn, S.、Hogan, A.、Kouzekanam, K.、Shapiro, S.(1990)。Peer acceptance, self-perceptions, and social skills of learning disabled students prior to identification。Journal of Educational Psychology，82，101-106。  new window
24.Lewis, S. K.、Lawrence-Patterson, E.(1989)。Locus of control of children with learning disabilities and perceived locus of control by significant others。Journal of Learning Disabilities，22(4)，255-257。  new window
25.Lichtenstein, S.(1992)。Transition from school to adulthood: Case studies of adults with learning disabilities who dropped out of school。Exceptional Children，59(4)，336-347。  new window
26.Mamlin, N.、Harris, K. R.、Case, L. P.(2001)。A Methodological analysis of research of locus of control and learning disabilities。The Journal of Special Education，34(4)，214-225。  new window
27.Cozzarelli, C.、Wilkinson, A. V.、Tagler, M. J.(2001)。Attitudes toward the poor and attributions of poverty。Journal of Social Issues，57(2)，207-227。  new window
28.Estrada, L.、Dupoux, E.、Wolman, C.(2006)。Therelationship between locus of control and personal emotional adjustment and social adjustment tocollege life in students with and without learning disabilities。College Student Journal，40(1)，43-54。  new window
29.Nurmi, J. E.(1992)。Cross-cultural differences in self serving bias: Responses to the attributional style questionnaire by American and Finnish students。The Journal of Social Psychology，132(1)，69-76。  new window
30.Palmer, D. J.、Drummond, F.、Tollison, P.(1982)。An attributional investigation of performance outcomes for learning-disabled and normal achieving pupils。The Journal of Special Education，16(2)，207-219。  new window
學位論文
1.吳聰秀(2006)。國小高年級學生自我歸因型態與憂鬱傾向之相關研究(碩士論文)。國立臺東大學。  延伸查詢new window
2.涂淑娟(2002)。國小高年級不同性別、科學成就學生與科學態度、科學歸因關係之研究。國立嘉義大學，嘉義縣。  延伸查詢new window
3.Woudzia, J. B.(1991)。An empirical test of Weiner's attribution theory of achievement motivation with a school-age population，Canada。  new window
圖書
1.Kirk, S. A.、Gallagher, J. J.、Anastasiow, N. J.、Coleman, M. R.(2006)。Educating exceptional children。Boston：Houghton Mifflin Company。  new window
2.教育部(2006)。身心障礙及資賦優異學生鑑定標準。臺北：教育部。  延伸查詢new window
3.張春興(2002)。現代心理學。臺北市：東華書局。  延伸查詢new window
4.林生傳(2000)。教育社會學。高雄：復文。  延伸查詢new window
5.Weiner, B.(1980)。Human motivation。New York：Holt, Rinehart & Winston。  new window
6.張春興(2007)。教育心理學：三化取向的理論與實踐。東華。  延伸查詢new window
7.教育部(2004)。國民教育法施行細則。臺北：教育部。  延伸查詢new window
8.胡永崇、黃秋霞、吳兆惠、胡斯淳、顏玉華、Bender, William N.(2006)。學習障礙。臺北。  延伸查詢new window
9.Gerber, P. J.、Reiff, H. B.(1994)。Learning Disabilities in adulthood: Persisting problems and evolving issues。Boston。  new window
10.Weiner, B.(1982)。The emotional consequences of causal ascriptions。Affect and cognition。Hillsidale, NJ。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：403（臺灣：396，外國：7） ／ 本年度總使用人次：2196945 ／ 訪客人次（自102年09月）：68006440
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上