:::

詳目顯示

回上一頁
題名:高中職學習障礙學生自我概念.因應策略.學校適應及其因果模式之研究
作者:詹文宏
作者(外文):Wen-Heng Jan
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:周台傑
學位類別:博士
出版日期:2005
主題關鍵詞:學習障礙自我概念因應策略學校適應因果模式learning disabilitesself-conceptcoping strategyschool adjustmentcausal
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(16) 博士論文(12) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:15
  • 共同引用共同引用:0
  • 點閱點閱:139
論文提要內容:
本研究旨在瞭解本研究以問卷調查法及深度訪談方式,探討高中職學障學生的自我概念、因應策略、學校適應及其因果模式,問卷調查對象,以高中職學障學生234位,正常學生234位,並訪談學校行政人員、任課教師、學障學生,共40位,問卷調查結果以t考驗、單因子變異數分析及皮爾遜積差相關法和線性結構方程模式,進行資料之分析,研究結果如下:
一、高中職學障學生的自我概念方面,不同性別、學校類別(公私立)、年級和就讀學程均無顯著差異,而在不同社經地位,生理自我和全量表中的中、高階層,達到統計顯著差異,高階層自我概念優於中階層。
二、高中職學障學生的因應策略方面,不同性別、學校類別(公私立)、社經地位和就讀學程均無顯著差異,而在不同年級中,控制導向分量表中的一、三年級,達到統計顯著差異,三年級使用控制導向高於一年級。
三、高中職學障學生的學校適應方面,不同性別、學校類別(公私立)、社經地位和就讀學程均無顯著差異,而在不同年級,同儕關係量表中的一、三年級,達到統計顯著差異,三年級學生的同儕關係優於一年級學生。
四、高中職學障學生的自我概念與因應策略得分,其中工作導向、控制導向與自我概念全量表相關性均達統計顯著性。
五、高中職學障學生的自我概念、學校適應各分量表和全量表得分有正相關,均達到統計顯著性。
六、高中職學障學生的因應策略與學校適應各分量表得分,因應策略中的控制導向與工作導向與學校適應有顯著正相關,均達到統計顯著性。
七、高中職學障學生的自我概念、因應策略、學校適應及其因果模式之適配性堪稱理想,有尚佳的適配度;自我概念對不同導向的因應策略,以及透過不同導向的因應策略對學校適應是有相當的影響效果,其中以自我概念經由控制導向至學校適應的效果最好。模式的比較方面,學障組在結構與測量模式中的潛在變項之平均數較一般組低,且變異數要大。
本研究根據問卷調查與深度訪談所發現的問題,提出對教學輔導和後續研究的改進建議。
Abstract
The purpose of the study is to examine the relationship among self-concept,coping strategy,school adjustment and structure model of learning disabilited students in senior and/or vocational high schools. Questionnaires study were used in the study which recruits 234 students with learning disabilities and 234 students with normal student in senior and/or vocational high schools. A depth interview was conducted to 40 subjects including school administrators , teachers and learning disabilited students.
The data of questionnaire survey were analyzed by t-test, one-way ANOVA ,Pearson product-moment correlation analysis and structural equation model. The results of the study are described as the followings:
1. There were no differences in sex, the kind of school , grade,department in self-concept of the learning disabilites students in senior and/or vocational schools.There were SES differences in phsical self and scale fully-stated of middle,high SES,but students from high SES trend to have better self-concept than students from middle SES.
2.There were no differences in sex, the kind of school , SES ,department, in coping strategies of the learning disabilities students in senior and/or vocational schools.There were grade differences in control-oriented scale partially stated of first grade,third grade students,but students from third grade trend to have better coping strategies than students from first grade .
2. There were no differences in sex, the kind of school , SES ,department, in school adjustment of the learning disabilities students in senior and/or vocational schools.There were grade differences in peer relation scale partially stated of first grade,third grade students ,but students from third grade trend to have better peer relation than students from first grade .
4. There is positive relationships between coping strategy of control –oriented scale partially- stated and task–oriented scale partially- stated and self-concept scale fully-stated in of the learning disabilities students in senior and/or vocational schools .
5.There is positive relationships between self-concept and school adjustment in scale partially and fully stated of the learning disabilities students in senior and/or vocational schools .
6. There is positive relationships between coping strategy of control –oriented scale partially- stated and task–oriented scale partially- stated and school adjustment in of the learning disabilities students in senior and/or vocational schools .
7.By verifying the goodness-of-fit the causal model of senior high and/or vocational school students with learning disabilities.Evaluated basic goodness-of-fit indedices,internal and exteral quality of structure,
indicated empirically a good fit with the model.
According to the results from questionnaires study and depth interview in the present study, some suggestions for teaching intervention and future studies.
參考書目
中文部分
丁明潔(民92)。國中生樂觀/悲觀傾向、課業壓力評估、課業壓力因應方式與學校生活適應之相關研究。國立政治大學教育研究所未出版之碩士論文。
王天苗(民92)。融合教育的實施。輯於國立台灣師範大學特教系主編,特殊教育學術研討會會議手冊(37-43)。台北:國立台灣師範大學特教系。
王木榮(民89)。認識融合教育。輯於國立台中師院特教中心主編,特殊教育論文集,8801(97-112)。台中市:國立台中師範學院。
王志永(民85)。實用技能班學生個人背景、自我統整與技能學習態度之相關研究。國立彰化師範大學工業教育研究所未出版之碩士論文。
王枝燦(民90)。同儕影響與青少年偏差行為之研究。私立東吳大學社會學系碩士班未出版之碩士論文。
王姿文(民89)。國小資源班回歸學生在普通班的學習適應研究—以台中縣一所國小為例。國立台中師範學院國民教育研究所碩士班未出版之碩士論文。
王振宇(民89)。國中學生學習適應統整模式之研究。國立高雄師範大學教育學系碩士班未出版之碩士論文。
王振德(民88)。資源教室方案。台北:心理出版社。
王華沛(民79)。台北市國小自閉症兒童教育安置現況調查及其學校生活適應相關因素之研究。國立台灣師範大學特殊教育研究所未出版之碩士論文。
王蓁蓁(民89)。台北縣國中生之壓力源、因應方式與生活適應之相關研究。國立台灣師範大學教育研究所未出版碩士論文。new window
王慶齡(民81)。少數族群青少年學校生活適應之相關因素探討。國立政治大學教育研究所碩士論文。
台中高農(民92)。身心障礙學生十二年就學安置報告資料。輯於台中高農主編,九十二學年度身心障礙學生十二年就學安置檢討會會議手冊(5-12)。台中市:國立台中高級農業職業學校編印。
台中高農(民93)。身心障礙學生十二年就學安置報告資料。輯於台中高農主編,九十三學年度身心障礙學生十二年就學安置檢討會會議手冊(8-17)。台中市:國立台中高級農業職業學校編印。
石培欣(民89)。國民中學學生家庭環境、同儕關係與學業成就之相關研究。國立高雄師範大學教育學系碩士班未出版之碩士論文。
江明曄(民90)。台中女中身心障礙學生生活適應狀況調查。特殊教育季刊,80,23-29。new window
朱玉娓(民91)。臺灣青少年多重向度自我概念與整體自尊關係之比較研究,教育心理學報,33(2),103-124。
朱敬先(民81)。健康心理學。台北:五南。
朱社君、林奇賢(民89)。E世代的師生關係。師友,400,18-21。
余化人(民88)。臺北市國中技藝班學生個人因素、家庭背景、學校環境與自我概念及技能學習態度之相關研究。國立台灣師範大學工業教育研究所未出版之碩士論文。
吳武典(民86)。國中偏差行為學生學校生活適應之探討。國立台灣師範大學教育心理與輔導學系教育心理學報,29,25-50。new window
吳武典(民92)。台灣地區中學身心障礙特殊班畢業學生生活適應之追蹤研究。特殊教育研究學刊,25,43-59。
吳美琦(民92)。國中學生父母管教策略、社會能力及同儕關係之研究。國立彰化師範大學教育研究所未出版之碩士論文。
吳昆壽(民87)。融合教育的省思。特教新知通訊,5(7),1-2。
吳淑玲(民88)。台南市國小學生家庭因素、性別角色與其自我概念、生活適應之相關研究。國立台南師範學院國民教育研究所未出版之碩士論文。
吳琇瑩(民86)。校園倫理與師生關係。測驗與輔導,141,2906-2908。
吳新華(民77)。資賦優異兒童之自我概念與生活適應。台南師院學報,21,1-70。new window
吳新華(民83)。國小學童班級適應、學習方法之效率與學業成就之關係。台南師院學報,27,31-73。new window
吳錦松(民82)。自我概念與生活適應、心理健康關係之研究。黃埔學報,25,103-110。new window
吳裕益(民93)。線性結構的模式與應用。未出版上課講義。
吳麗娟(民87)。父母自我分化、教養態度對青少年子女自我分化、因應策略及適應影響之研究。教育心理學報,30(1),91-132。new window
吳麗寬(民89)。合作學習對國小學習障礙學生閱讀理解效果與同儕社會關係之研究。國立彰化師範大學特殊教育系碩士班未出版之碩士論文。new window
吳鐵雄、歐慧敏(民86)。國小因應策略及其相關之研究。台南師院學報,30,1-30。new window
吳武典、張正芬、盧台華與蔡崇建(民80)。殘障學生對「無障礙的校園環境」之需求評估研究。特殊教育研究季刊,7,23-42。
何金樺(民92)。治療取向的班級藝術活動對國小學童情緒經驗、同儕關係與師生之輔導效果。國立屏東師範學院心理輔導教育研究所未出版之碩士論文。
何星輝(民92)。中部地區國中美術班學生學習適應之研究。國立彰化師範大學特殊教育學系特殊教育行政碩士班未出版之碩士論文。
何慧玥(民82)。大專聽覺障礙學生學校生活適應之研究。國立台灣師範大學特殊教育系碩士班未出版之碩士論文。
李介至(民88)。青少年親子衝突、因應策略及其相關因素之研究。國立彰化師範大學教育研究所未出版之碩士論文。
李明昌(民86)。國民小學學生家長參與、學習態度及自我概念關係之研究。國立台中師範學院國民教育研究所未出版之碩士論文。
李坤崇(民79)。我國國小學生學習適應及其相關因素之研究。台南師院學報, 23,75-94。new window
李坤崇(民81)。國小學生學習適應及其相關因素之賡續研究。臺南師院學報,258,83-122。new window
李坤崇(民83)。國中學生學習適應及其相關因素之研究。台南師院學報, 27,75-94。new window
李坤崇、歐慧敏(民82)。國中、國小學生行為困擾相關因素之調查研究。台南師院學報, 26,109-137。new window
李坤崇、歐慧敏(民85)。青少年因應策略量表編製報告。測驗年刊,43,241-262。new window
李惠加(民88)。青少年發展。台北:五南。
李豐章(民83)。淺談師生關係。北縣教育,3,24-25。
李水源、陳琦蓉(民92)。普通班教師面對身心障礙學生隻工作鴨力與因應策略之研究,台北市立師院學報,34,1-20。new window
呂金河、徐強、陸偉明、溫敏杰、黃怡媜和張世英(民87)。青年的困擾問題。台北:行政院青年輔導委員會。
沈如瑩(民92)。國中小學生自尊與自我概念、生活適應之關係之研究。國立成功大學教育研究所未出版之碩士論文。
沈麗慧(民91)。普通班教師改善學習障礙兒童學習適應之行動研究。國立台北師範學院特殊教育系碩士班未出版之碩士論文。
林生傳(民79)。教育社會學。高雄:復文。
林世欣(民89)。國中學生自我概念與同儕關係之研究。國立屏東師範學院教育心理輔導研究所未出版之碩士論文。
林忠信(民93)。國小原住民學生學習適應之調查研究—以南投縣原住民學生為例。國立台中師範學院國民教育研究所未出版之碩士論文。
林邦傑(民75)。田納西自我概念量表指導手冊。台北:正昇教育科學社。
林怡君(民91)。教師態度自我注意教師效能感及其因應行為的關係—以融合教育情緒障礙學生為例。輔仁大學心理系碩士論文。
林信香(民91)。國小學習障礙學生自我概念及生活適應之研究。國立台中師範學院進修暨推廣部國民教育研究所特殊教育暨親職人員碩士學位班未出版之碩士論文。new window
林真平(民91)。身心障礙大學生壓力因應歷程之探討。國立高雄師範大學特殊教育學系碩士班未出版之碩士論文。new window
林家屏(民91)。青少年自我概念與行為困擾之相關研究。國立成功大學教育研究所未出版之碩士論文。
林進材(民81)。城郊地區國小高年級學生學校適應比較研究。國立台灣師範大學教育研究所未出版之碩士論文。new window
林淑理(民89)。高職延修學生自我概念、學習行為與學校適應之相關研究。國立台灣師範大學教育與心理輔導研究所未出版之碩士論文。
林淑真(民91)。國中學生班級氣氛知覺、學習態度與學業成就之研究—以國文科為例。國立彰化師範大學教育研究所未出版之碩士論文。
林素妃(民81)。增進學習技巧的團體輔導對學習適應欠佳兒童的影響效果研究。國立彰化師範大學輔導研究所未出版之碩士論文。
林麗琳(民84)。國小資優班與普通班學生學習風格、學習適應與學業成就關係之研究。國立台南師範學院初等教育研究所碩士班未出版之碩士論文。
林寶貴、錡寶香(民82)。高職階段聽覺障礙學生制控信念與自我概念之研究。特殊教育研究學刊,9,51-72。new window
邱上真(民90)。特殊教育導論—帶好每位學生。臺北:心理。
邱上真(民92)。從特殊教育課程設計理念的演變談如何幫助特殊需求學生在普通課程中進行有效學習。輯於國立台灣師範大學特教系主編,特殊教育學術研討會會議手冊(19-36)。台北:國立台灣師範大學特教系。
邱怡萍(民91)。高職學生次級文化之研究。國立彰化師範大學教育研究所碩士班未出版之碩士論文。
邱招婷(民91)。國民中學青少年次級文化、同儕關係與生活適應相關之研究。國立屏東師範學院國民教育研究所未出版之碩士論文。
邱佩怡(民89)。國中轉學生社會支持、制握信念與學校適應關係之研究。國立成功大學教育研究所未出版之碩士論文。
邱皓政(民91)。結構方程模式理論與應用。台北:五南。
邱皓政(民92)。自我概念向度與成份雙維理論之效度檢驗與相關因素研究。教育與心理研究,26,85-131。new window
周文欽(民84)。三因素之適應模型:適應問題、因應方式及適應狀況。空大生活科學學報,創刊號,25-44。
周玉真(民80)。青少年的身體意象滿意度與其自我概念、班級同儕關係之相關研究。國立彰化師範大學輔導研究所未出版之碩士論文。
周佑玲(民91)。國小學童自我對話與自我概念之相關研究。國立台南師範學院教師在職進修輔導教學研究所未出版之碩士論文。
周惠文(民92)。焦點解決團體諮商對高職低自我概念學生之影響。國立彰化師範大學輔導與諮商學系輔導活動教學碩士班未出版之碩士論文。
周意茹(民84)。國小學生行為困擾相關因素及其因應方式之分析研究。國立高雄師範大學教育研究所未出版之碩士論文。
周愫嫻(民90)。蛻變的青春—青少年自我概念形成原因之兩性差異。台北市立師院學報,32,375-396。
卓石能(民91)。都市原住民學童族群認同與其自我概念生活適應之關係研究。
國立屏東師範學院國民教育研究所未出版之碩士論文。
施玉鵬(民91)。出生序、父母管教方式對國小高年級學生自我概念、同儕關係、社會興趣之關係研究。國立台南師範學院教師在職進修輔導教學碩士學位班未出版之碩士論文。
施相如(民86)。國中聽覺障礙學生學校生活素質之研究。國立彰化師範大學特殊教育系未出版之碩士論文。
施信華(民90)。綜合高中學生學習態度、教師效能與學校效能關係之研究。國立彰化師範大學工業教育研究所未出版之碩士論文。
范靖惠(民88)。休閒知覺自由與青少年自我概念。學生輔導,60,58-67。
侯雅玲(民87a)。 自我概念理論新趨向—多向度階層化建構。測驗與輔導,146,1564-1569。
侯雅玲(民87b)。國小兒童自我概念量表編製及其相關因素之研究。國立高雄師範大學輔導學系碩士班未出版之碩士論文。
侯雅玲(民90)。兒童自我概念量表之發展。中國測驗學會年刊,48(1),141-166。
侯雅玲、吳裕益(民91)。國小兒童自我概念量表指導手冊。台北:心理。
洪宜昀(民91)。大學聽覺及肢體障礙學生自我概念與心理健康之之研究。國立彰化師範大學特殊教育系碩士班未出版之碩士論文。
洪美鈴(民90)。國小資優班學生學習策略之研究—以台南市成功國小資優班為例。國立嘉義大學國民教育研究所未出版之碩士論文。
洪若和(民82)。國小兒童自我概念之相關研究。中華輔導學報,1,131-157。new window
洪若和(民84)。國小兒童自我概念之相關因素。台東師院學報,6,91-134。
洪清一(民76)。不同教育安置下肢體障礙學生自我概念成就動及父母管教態度之研究。國立彰化師範大學特殊教育研究所未出版之碩士論文。
洪清一(民86)。阿美族民俗舞蹈對原住民智能障礙學生之自我概念與人格適應影響之研究。國立彰化師範大學特殊教育研究所未出版之博士論文。new window
洪智倫(民83)。國小學生行為困擾及其相關因素之調查研究。國立台中師範學院初等教育研究所未出版之碩士論文。
洪聖陽(民91)。不同性別之國小高年級學童父母教養方式、自我概念、依附關係、與生涯成熟之關係研究。國立台南師範學院教師在職進修輔導教學碩士學位班未出版之碩士論文。
紀怡如(民91)。國中生依附關係、壓力知覺與其因應策略之關係研究。國立屏東師範學院教育與心理輔導研究所未出版之碩士論文。
高明珠(民88)。國小兒童親子關係、內外控人格傾向、社會支持與其生活適應及學習適應相關之研究。國立台南師範學院國民教育研究所未出版之碩士論文。
高薰芳(民85)。情境學習中教師角色之探討:共同調節師生關係模式之應用。教學科技與媒體,29,32-40。
徐慕蓮(民76 )。個人及家庭因素影響國小新生學校生活適應之研究。國立台灣師範大學家政教育研究所未出版碩士論文。
秦夢群(民81)。高中生教師管理心態、學生內外控、與學生學習習慣與態度之關係研究,教育心理研究,15,129-172。new window
秦麗花(民83)。國小數學學習障礙兒童數學解題補救教學實施效果之比較研究。國立台南師範學院初等教育研究所未出版之碩士論文。
教育部(民90)。身心障礙學生十二年就學安置四年實施計畫。教育部公函,台(九○)特教字第九○○五三八八六號。
教育部(民91)。身心障礙及資賦優異學生鑑定標準。輯於教育部編:特殊教育法規選輯(61-66)。台北:教育部。
教育部(民93)。特殊教育統計年報。台北:教育部。
張春興(民88)。張氏心理學辭典。台北:東華局。
張秋明(民86)。台北市試辦學年學分制高職學生學習態度與學習困擾之研究。國立彰化師範大學工業教育系碩士班未出版之碩士論文。
張淑美(民84)。從自我概念談青少年的自我追尋與其輔導,學生輔導通訊,36,88-95。
張琴音(民91)。高中(職)階段視覺障礙學生自我概念與相關家庭因素知研究。國立彰化師範大學特殊教育系碩士班未出版之碩士論文。
張進上(民84)。如何協助適應困難的學生。國教之友,538,19-23。
張景媛(民83)。教學策略與師生關係。北縣教育,2,52-55。
張照明(民92) 。普通高中職視覺障礙學生學校生活適應及學校支持系統之研究。new window
國立彰化師範大學特殊教育學系博士班未出版之博士論文。
陳永和(民92)。國小學童學校生活情緒經驗及其相關研究。國立屏東師院學院心理輔導教育研究所未出版之碩士論文。
陳宇杉(民93)。國民小學身心障礙資源班教師教學信念社會支持與教學行為關係之研究。國立彰化師範大學特殊教育學系碩士班未出版之碩士論文。
陳均姝(民86)。建立良好師生關係的基礎—有效師生溝通的藝術。教育實習輔導,2(4),18-27。
陳宗發(民86)。重整校園倫理強化心靈改革促進師生良好關係問題研究。訓育研究,36(3),50-63。
陳怡伶(民92)。台北縣高中職學生自我概念與政治態度關係之研究。國立台灣師範大學公民教育與活動領導學系在職進修碩士班未出版之碩士論文。
陳怡君(民93)。國中生網路使用行為、同儕關係與自我概念之研究。私立中國文化大學生活應用科學研究所碩士班未出版之碩士論文。
陳建民(民90)。青少年生活壓力及其因應方式探討,訓育研究,40(3),71-75。
陳昭廷(民91)。台灣中部地區國民小學資賦優異學生生活適應之調查研究。國立彰化師範大學特殊教育學系在職進修專班特殊教育行政碩士班未出版之碩士論文。
陳冠杏(民87)。台北市國小普通班自閉症學生學校適應與學校支持系統之狀況調查。國立台灣師範大學特殊教育學系碩士班未出版碩士論文。
陳俞余(民88)。國小一年級兒童學校適應之個案研究。國立台灣師範大學家政教育研究所未出版碩士論文。
陳淑娟(民89)。國中學生行為困擾、求助態度與求助偏好之研究。國立高雄師範大學教育系碩士班未出版之碩士論文。
陳雅雯(民92)。中部地區國小高年級學童自我概念、學習動機與學業成就關係之研究。國立台中師範學院諮商與教育心理研究所未出版碩士論文。
陳貴龍(民76)。國民小學學生生活適應之比較研究。輔導學報,10,121-141。new window
陳靜惠(民83)。國民中學聽覺障礙學生之自我概念與家庭因素之關係研究。國立彰化師範大學特殊教育研究所未出版之碩士論文。
陳麗君(民84)。大學視覺障礙學生學校生活適應之研究。國立彰化師範大學特殊教育學系未出版之碩士論文。
陳燦輝、陳昭儀(民82)。有效的學習方法。師友,316,28-32。
陳英豪、林正文、李坤崇(民80)。學習適應量表指導手冊。台北:心理出版社。
陳英豪、汪榮才、李坤崇(民82)。學習心事誰人知?國中國小學生學習適應及其相關因素之比較研究。國教之友,44(3),5-14。new window
梁偉岳(民89)。資源班學生學校生活素質之研究。輯於國立台東師範學院特殊教育中心主編,特殊教育教學研討會論文集(69-78頁)。台東市:國立台東師範學院特殊教育中心。
許定邦(民91)。高中高職實施多元入學方案後國中學生學習困擾及學習態度之研究。國立彰化師範大學教育研究所未出版之碩士論文。
許瑞蘭(民91)。國中生依附關係、人際問題解決態度與學校生活適應之相關研究。國立屏東師範學院教育心理與輔導學系碩士班未出版之碩士論文。
郭丁熒(民88)。因應量表編製的回顧與分析。台南師院學報,32,61-89。new window
郭丁熒(民90)。臺灣小學教師角色知覺差距因應方式之探討—調查、內容分析、及潛在類別分析。國家科學委員會研究彙刊:人文及社會科學,11(1),93-112。
郭為藩(民85)。自我心理學。台北:師大書苑。new window
康龍魁、王淑妃(民92)。綜合高中專門學程行為困擾與因應策略之研究—以溪湖高中為例。彰化師大教育學報,5,115-145。new window
曾肇文(民85)。國小學童學校壓力、因應方式、社會支持與學校適應之相關研究。國立新竹師範學院初等教育研究所未出版之碩士論文。
黃玉枝(民80)。國中資優學生與普通學生學習風格及學校適應之比較研究。國立台灣師範大學特殊教育研究所未出版之碩士論文。new window
黃玉枝(民82)。國中資優學生與普通學生學習風格及學校適應之比較研究。國立台灣師範大學特殊教育研究集刊,9,249-276。new window
黃玉真(民83)。國中資優生與普通學生學校生活壓力、因應行為及學校適應之比較研究。國立台灣師範大學特殊教育學系碩士班未出版之碩士論文。
黃玉珍(民92)。高市國中學生人格依附類型生活適應與師生關係之研究。國立高雄師範大學輔導研究所未出版之碩士論文。
黃玉臻(民86)。國小學童A型行為、父母管教方式與生活適應相關之研究。國立高雄師範大學教育系碩士班未出版之碩士論文。
黃永結(民81)。如何培養孩子良好的學習習慣。師友,300,10-11。
黃芳銘(民92)。結構方程模式理論與應用。台北:五南。
黃保勝(民86)。台中市國民小學轉學生學校生活適應之研究。國立台中師範學院國民教育研究所碩士論文。
黃政昌(民89)。高職特教實驗班學生之學校適應研究。特殊教育季刊,75,21-29。new window
黃素貞(民91)。高中(職)階段視覺障礙學生自我概念與相關家庭因素之研究。國立彰化師範大學特殊教育學系在職進修專班未出版之碩士論文。
黃德祥(民89a)。青少年發展與輔導。台北:五南。
黃德祥(民89b)。有效學習方法。輔導通訊,63,27-30。
楊昌裕(民89)。教訓輔層面的師生關係。訓育研究,39(2),50-56。
楊俊媛(民84)。國小單、雙親兒童之學校適應與其「個人特質」、「家庭特性」之關係研究。國立新竹師範學院初等教育研究所未出版之碩士論文。
楊淑媖(民90)。中部地區國小美術班學生學習適應之調查研究。國立彰化師範大學特殊教育學系在職進修專班特殊教育行政碩士班未出版之碩士論文。
楊雪華(民92)。高中生同儕關係與吸菸行為—社會網絡觀點。國立台灣大學衛生政策與管理研究所未出版之碩士論文。
楊彩雲(民92)。高雄縣國中學習障礙學生學校生活素質之研究。國立彰化師範大學特殊教育學系碩士班未出版之碩士論文。
詹馨(民73)。適應的性質試探。國教世紀,2,6-7。
路君約(民75)。少年人格測驗手冊修訂本。台北:中國行為科學社。
路渤瀛(民82)。國中生生活壓力與逃學之研究。文化大學兒童福利研究所未出版之碩士論文。
鄭芬蘭(民92)。自卑感受模式考驗暨輔導方案研究。教育心理學報,35(1),19-38。
鄭偉琪(民82)。自閉症兒童自我概念及生活適應。國立台灣師範大學特殊教育研究所未出版之碩士論文。
鄭雅曰(民92)。國中生寂寞、因應策略與生活適應之相關研究。國立彰化師範大學教育研究所學校行政碩士班未出版之碩士論文。
鄭黛麗(民88)。台北市國小二年級語言障礙學生自我概念之研究。國立台灣師範大學教育研究所未出版之碩士論文。
劉奕蘭(民87)。家庭支持、同儕支持及青少年的因應壓力模式。台東師院學報,9,37-60。
劉炳輝(民90)。談溝通行動促進師生關係。師友,405,52-55。
劉福鎔(民85)。小學教師的A型人格特質、師生關係與學生生活適應之研究。國立彰化師範大學輔導研究所未出版之碩士論文。
劉焜輝(民74)。師大學生自我概念與生活適應關係之研究。台灣師範大學學生輔導中心。
劉燕饒(民90)。國民中學資優學生時間管理、學習態度、學業成就與生活適應關係之研究。國立彰化師範大學特殊教育學系在職進修專班特殊教育行政碩士班未出版之碩士論文。
趙曉美(民90)。自我概念多層面階層結構之驗證暨增進自我概念課程之實驗效果。國立台灣師範大學教育心理與輔導研究所未出版之博士論文。new window
蔣桂嫚(民82)。高中生生活壓力、因應方式與身心健康關係之研究。國立高雄師範大學教育研究所未出版之碩士論文。
蔡佳靜(民91)。國小學童出生序與社會興趣、自我概念之相關研究。國立台北師範學院教育心理與輔導研究所未出版之碩士論文。
蔡秋明(民92)。高職實用技能基介類科學生之自我概念與技能學習態度相關因素之研究。國立彰化師範大學工業教育學系在職進修專班工業教育行政碩士班未出版之碩士論文。
蔡姿娟(民88)。國中生社會支持、生活適應與I寞感之相關研究。國立高學師範大學教育系碩士班未出版之碩士論文。
蔡慶興(民92)。屏東縣國民中學中輟復學生輟學原因、學校生活適應與輔導需求之研究。國立屏東師範學院國民教育研究所未出版之碩士論文。
歐慧敏(民85)。國小學生因應策略與行為困擾之相關研究。國立台南師範學院國民教育研究所未出版之碩士論文。new window
歐慧敏(民90)。國小學生歸因方式、因應策略與行為困擾之調查與訪談研究。國立台北師範學院學報,15,283-312。new window
賴玉粉(民84)。花蓮縣原住民、非原住民國小學童學習適應與自我觀念之比較研究。國立花蓮師範學院初等教育研究所未出版之碩士論文。
賴明身(民78)。高職學生前程抉擇、學校適應與自我統合關係之研究。國立台灣師範大學教育心理輔導研究所未出版之碩士論文。
賴靜瑩(民88)。國中生A型行為組型、內外控人格特質與生活適應相關之研究。國立高雄師範大學教育研究所未出版之碩士論文。
謝美英(民87)。青少年同儕關係與倫理。訓育研究,37(3),55-60。,
謝琇玲(民89)。大學生自我概念、情緒穩定與學習之相關問題研究。生活科學學報,5,1-22。new window
簡茂發(民75)。大學生適應問題及其相關因素之研究。國立台灣師範大學教育研究所集刊,28期,1-80。
簡茂發、蔡玉瑟與張鎮城(民81)。國小資優兒童父母教養方式與生活適應、學習行為、成就動機之相關研究。特殊教育學刊,8期,225-247。new window
魏俊華(民87)。國中聽覺障礙學生心理壓力、因應方式與生活適應之研究。國立彰化師範大學特殊教育研究所未出版之博士論文。new window
羅佳芬(民91)。國小兒童父母管教方式、自我概念、人際關係與社會行為之相關研究。國立台南師範學院國民教育研究所未出版之碩士論文。
羅婉麗(民90)。國中小學學生學校生活適應之訪談、評量與調查研究。國立成功大學教育研究所未出版之碩士論文。
蘇芳柳(民91)。聽覺障礙學生之學習適應研究。國立台灣師範大學特殊教育系博士班未出版之博士論文。
蘇彙珺(民86)。社會支持、自我效能與國中學生壓力因應歷程中認知評估及因應策略的相關研究。國立台灣師範大學教育心理與輔導學系碩士班未出版之碩士論文。
英文部分
Akande,A.(1994).Putting the self back in the child—An African perspective.Early Child Development and Care
,103,103-115.
Allan, J. M., & Dignan, K. C. (2000). Assistive devices and technology: From research to user access. In B. Silverstone, M. A. Lang, B. P. Rosen et al., & E. E. Faye (Eds), The Lighthouse handbook on vision impairment and vision rehabilitation (pp.921-936). New York: Oxford University Press.
AL-Yagon,M., & Mikulincer,M.(2004).Patterns of close relationship and socioemotional and academic adjust-
ment among school-age children with learning disabi-
lities. Learning Disabilities Research&Practice, 19(1), 12-19.
Amerikaner,M., & Summerlin,M.L.(1982).Group counseling with learning disabled children:Effects of social skills
and relaxation training on self-concept and classroom
behavior. Journal of Learning Disabilities,15(6), 340-
343.
Anderson,Z.(1976).Getting a Head Start on social-emotiona
growth:A guide for preschool teachers.(ERIC
Document Reproduction Service No. ED130752)
Andrea,H.G.,Janna,K., & Anne,S.(2002).The attributes adolescents associate with peer popularity and teacher preference.Journal of School Psychology, 40 (2),143-
165.
Arbuckle,J.L.(2003).Amos5.0 update to the Amos user’s guide.Chicago:SmallWaters Corporation.
Ariel,A.(1992).Education of children and adoles-
cents with learning disabilities.NewYork:
Macmillan Publishing Company.
Atwater, E. (1990). Psychology of adjustment : Personal growth in a changing world (4th ed.).NJ:Prentice-Hall.
Austin,J.K.(1990).Childood epilepsy and asthma:A test of an extension of the double ABCX model.(ERIC Document Reproduction service No. ED331249)
Bagozzi,R,P., & Yi,Y.(1988).On the evaluation of structural equatuon models.Journal of the Academy of Marketing
Science,16,271-284.
Barisa,M.T., & Rogers,J.S.(1990).Labeling learning disabl-
ed college students. (ERIC Document Reproduction Service No. ED326140)
Bartolini,L.A.(1985).Problems of adjustment to school.(ERIC Document Reproduction Service No. ED260833).
Bear, G.C.,Clever,A.,&Proctor,W.A.(1991).Self-perception of nonhandicapped children and children with learning disabilities in integrated classes. Journal of Special Education, 24,409-426.
Beltempo,J., & Achille,P.A.(1990).The effect of special class placement on the self-concept of children with learning Disabilities.Child Study Journal,20(2),81-
-103.
Bender,W.N.&Smith,J.K.(1990).Classroom behavior of children and adolescents with learning disabilities:A
meta-analysis. Journal of Learning Disabilities 23(5), 298-305.
Bender,W.N.(2001).Learning disabilities: Character-
istics,identification,and teaching strategies(4th ed).Boston: Allyn and Bacon.
Bear,G.G.,Minke,K.M.,& Manning,M.A.(2002).Unso-
licited articles related to of students with
learning disabilities.School Psychology Review
,31(3),405-427.
Berg,J.H. & MMcQuinn,R.D.(1989).Loneliness and aspects of social support networks.Journal of Social and Personal Relationships,6,359-372.,
Berndt, T. H., & Keefe, K. (1995). Friends’ influence on adolescents’ adjustment to school. Child Development, 66, 1312-1329.
Berndt,T.J.(1999).Friends’ influence on students’ adjust-
ment to school.Educational Psychologist,34(1),15-28.,
Berndt, T. J., Hawkins, J. A., & Jiao, Z. (1999). Influence of friends and friendship on adjustment to junior high school. (ERIC Document Reproduction Service No. EJ 582404)
Billing,A.G.,&Moos(1984).Coping,stress,and social resour-
ces among adults with uniporal depression. Journal of Personality and Social Psychology,46(4),877-891.
BrozoW.G., & Curtis,C.L.(1986).Coping strategies of four
Successful learning disabilities college students:A
Case study approach.(ERIC Document Reproduction Service No. ED281149)
Bryan,T.(1998).Social competence of student with learning disabilities.In B.Y.L.Wong(Eds),Learning about
learning disabilities (2nd ed.). New York : Academic Press.
Bourcet,C.(1998).Self-evaluation and school adaptation in adolescence. European Journal of Psychology of Education,8,515-527.
Bos,C.S., & Vaughn,S.(1998).Strategies for teaching student with learning and behavior problems (4th ed.).Boston:Allyn and Bacon.
Buescher,T.M., & Higham,S.(1990).Helping adoles-
cents adjust to giftedness.ERIC Digest#E489.
(ERIC Document Reproduction Service No. ED321494)
Buhrmester, D. (1990). Intimacy of friendships, interper-
sonal competence, and adjustment during preadole-
scence and adolescence. Child Development, 61(2),
1101-1111.
Buescher,T.M.(1987).Influences on strategies adolescents
Use to copy with their own recognized talents. (ERIC Document Reproduction Service No. ED288285)
Butler,A.L.(1978).New strategies for early childhood education.(ERIC Document Reproduction service No. ED162737)
Byrne,B.M.(2001).Structural equation modeling with AMOS:Basic concepts,applications,and program-
ming.Mahwah,New Jersey:Lawrence Erlbaum
Associates,Publishers.
Caplan,S.M.,Henderson,C.E.,Henderson,J.&Fleming,D.L.(2002).Socioemotional factors contributing to adjustment among early-entrance college student.Gifted Child Quarterly,46(2),124-134.
Chapman,J.W.(1988).Learning disabled children’ self-
concepts.Review of Educational Research,58,347-371.
Coan,R.W.(1983).Psychology ofadjustment:Personal experience and development . New York:John Wiley&Sons.
Cohen,F.(1987).Measurement of coping.In S.V.Kasl&C.L.
Cooper(Eds.),Stress and health :Issues in research
methodology.John Wiley & Sons Ltd.
Collins, M. E., & Mowbray, C. T.(1999).Measuring coping
strategies in an educational intervention for individual with psychiatric disabilities.Health & Social Work,24,
249-290.
Compas,B.E.(1987).Coping with stressful during children and young a adolescent.Psychology,
Bulletin,101,393-403.
Compas,B.E.,Macarne,V.L.,&Fondacaro,K.M.(1988).Coping with stressful events in older children and young adolescents.Journal of Consulting and Clinical Psychology,56(3),405-411.
Compton,W.C.(1984).Elevated self-concept in the elderly:Denial or coping strategy?(ERIC
Document Reproduction Service No. ED252802)
Cornell,D.G.(1990).High ability students who are unpopular with their peers.Gifted Child,34(4),
fall,155-160.
Cooke,A,K. (1999).Gender differences and self-esteem. The
print for students with low vision. Journal of Visual Impairment & Blindness, 83, 340-349.
Cooley,E.J., & Ayres,R,R,(1988).Self-concept and success-
failure attributions of nonhandicapped studenta and
students with learning disabilities. Journal of Learning
Disabilites, 21(3),174-178.
Cowen, S.E. (1988).Coping strategies of university students with learning disabilities. Journal of Learning Disabilites, 21(3),161-164.
Cullen,J.L., & Boersma,F.J.(1982).The influence of coping strategies on the mainifestation of learned helplessness
Comtemporary Educstional Psychology,7(4),346-356.
Cuseo,J.B.(1991).The freshman orientation seminar:A research-based rationales for its value delivery ,and content.The freshman year experience.Monograph seriesNo.4.(ERIC Document Reproduction Service No. ED334833)
Darom,E., & Rich,Y.(1988).Sex difference in attitudes
school:Student self-reports and teacher perceptions.
Birtish journal of educational psychology,58,350-355.
Davis-Newton,H.C.(1986).The impack of enrichment activi-
ties upon self-concept of secondary cooperative office education students. (ERIC Document Reproduction
Service No. ED269633)
DeFrancesco,J.J., &Taylor,J.(1985).Dimensions of self-con-
ception in primary and middle school learning disabled
and nondisabled students.Child Student Journal,15(2),
99-105.
Dekovic,M., & Meeus,W.(1997).Peer relations in adolescence
:Effects of parenting and adolescents’ self-concept.
Journal of adolscence,20,163-176.
Deshler,D.D.,Ellis,E.S., & Lenz,B.K.(1996).Teaching adolescents with learning disabilities:Strategies and
methods .Denver,Colorado:Love Publishing Company.
D`onofrio,J., & Klesse,E.(1990).Adlescent stress. (ERIC Document Reproduction Service No. ED325774)
Dornbusch,S.M.,Ritter,P.L.,Leiderman,P.H.,Rober,D.F., &Fralirgh,M.J.(1987).The relation of parent-
ing style to adolesce school performance.Child Development,58,1244-1257.
Dumont,M.,& Provost,M.A.(1999).Resilience in adolescents
:Protective role social support,coping strategies,self-
esteem,and social activities on experience of stress and depression. Journal of Youth and Adolescence,28(3),
343-363.
Dusek,J.B.(1996).Adolescent development and behavior.N.
J.:Prentice-Hall.
Dyson,L.L.(1996).The experiences of families of children with learning disabilities : Parenttal stress,family.
Journal of Learning Disabilites, 29(3),281-287.
Dyson,L.L.(2003).Children with learning disabilities within the family context : A comparison with siblings in global self-concept,academic self-perception,and
social competence.Learning Disabilities Research &
Practice,18(1),1-9.
Elaine,F.(1987).Are we preparing adolescents with learning disabilities to cope with social issues? Journal of Learning Disabilites, 20(10),633-634.
Elbaum,B.(2002).The self-concept of students with learning
Disabilities:A meta-analysis of comparison across different placement. Learning Disabilities Research&
Practice,17(4),216-226.
Elbaum,B., & Vaughn,S.(2003a).Self-concept and students
with learning disabilities.In .L.Swanson,K.R.Harris,S.
Graham(Eds),Handbook of learning disabilities(pp229-241).New York:The Guilford Press.
Elbaum,B., & Vaughn,S.(2003b).For which with learning dis-
abilities are self-concept interventions effective.
Journal of Learning Disabilites, 36(23),101-108.
Endler,N.S., & Parker,J.D.A.(1990).Multidimensional assess-
ment of coping:A critical evaluation. .Journal of Personality and Social Psychology,58(5),844-854.
Fanshawe,J.P., & Burnett,P.C.(1991).Assessing school-relat-
ed stressors and coping mechanisms in adolescencents. British Journal of Educational Psychology,61,92-98.
Folkman,S.,Lazarus,R.S.,Gruen,R.J., & Delongis,A. (1986). Appraisal,coping,health status,and psychological symptoms. Journal of Personality and Social
Psychology,50(3),571-579.
Folkman,S., & Lazarus,R.S.(1980).An analysis of coping in a middle-age community asmple.Journal of Health and Social Behavior,21,219-239.
Folkman,S., & Lazarus,R.S.(1985).If it change it must be a process:A studyof emotion and coping during three stages college examination. Journal of Personality and Social Psychology,48(1),150-170.
Folkman,S., & Lazarus,R.S.(1988).Coping as a mediator of emotion.. Journal of Personality and Social
Psychology,54(3),466-571.
Folkman,S.(1984).Personal control and stress coping processes:A theoretical analysis.Journal of Personality and Social Psychology,46(4),839-852.
Forman,E.A.(1988).The effects of social support and school placement on the self-concept of LD student.Learning Disability Quarterly,11(2),115-124.
Franken,R.(1994).Human motivation(3rd ed.).Pacific Grove,
CA:Books/Cole Publishing Co.
Frederickson,N., & Cline,T.(2002).Special educational
needs,inclusion and diversity:A textbook.
Buckingham:Open University Press.
Frydenberg,E.(1997).Adolescent coping:Theoretical and research perspective.Adolescence and Society Series. (ERIC Document Reproduction Service No. ED429 666)
Gans,A.M.,Kenny,M.C., & Ghany,D.L.(2003).Comparing the self-concept of student with and without learning dis-
Abilities.Journal of Learning Disabilities,36(3),287-
295.
Geisthardt,C., & Munsch,J.(1996).Coping with school stress
:A comparison of adolescents with and without learning disabilities. Journal of Learning Disabilites, 29(3),
287-296.
Goldberg,R.L., & Zern,D.S.(1982).Learning styles,learning
abilities and learning problems in college:An explora-
tion of learning disabilities in college students. (ERIC Document Reproduction Service No. ED247682)
Haager,D., & Vaughn,S.(1995).Parent ,teacher,peer,and self-reports of the social competence of students with
Learning disabilities. Journal of Learning Disabilities
,28(4),205-215.
Hagborg,W.J.(1996).Self-concept and middle school
students with learning disabilities:A comparison of scholatic competence subgroups.Learning Disability Quarterly,19(2),117-126.
Hagborg,W.J.(1999).Scholastic competence subgroups
Among high school students with learning disabilities.
Learning Disability Quarterly,22(1),3-11.
Hallahan,D.P., Kauffman,J.M., & Lloyd,J.W.(1999). Introduction to learning disabilities.Boston:
Allyn and Bacon.
Hallahan,D.P., & Kauffman,J.M.(2003).Exceptional learners:Introduction to special education(9th ed.). Boston:Allyn and Bacon.
Hamilton,C., & Howes,C.(1992).Contextual constraints on the concordance of mother-child relationship.In R.
Pinta(Ed.),Beyond the parent:The role of other adults in children’ lives.(pp.41-60).San Francisco:Jossey-
Bass.
Hardman,M.L.,Drew,C.J., & Egan,M.W.(2002).Human excep-
tionalality :Society,school,and family.Boston:Allyn
and Bacon.
Harter,S.(1985).Manual for self perception profile children.
Denver,CO:University of Denver.
Heath,N.L., & Wiener.J.(1996).Depression and nonacademic
self-perceptions in children with and without learning disabilities.Learning Disability Quarterly,19(1),34-44.
Herman-Stahl,M.A.,Stemmler,M., & Petersen,A.C.(1995).
Approach and avoidant coping : Implications for adolescent mental health. Journal of Youth and Adolescence,28(3),649-665.
Henderson,P.A.(1992).Effects of a stress-control program on children’s locus of control,self-concept,and coping behavior.School Counserlor,40(2),125-130.
Hendrix,S., & Dokecki,P.R.(1973).The personal-social compe-
tence development of low-incom children.(ERIC
Document Reproduction Service No. ED 129399)
Henley,M.,Ramsey,R.S., & Algozzine,R.F.(1996).
Characteristics of and strategies for teaching students with mild disabilities. Boston:Allyn and Bacon.
Hirsch, B. J., & DuBois, D. L. (1992). The relation of peer social support and psychological symptomatology during the transition to junior high school : A two-year longitudinal analysis. American Journal of Community Psychology, 20, 333-347.
Hirsch,B.J., & Rapkin,B.D.(1987).The transtion to junior high school:A longitudinal study of self-
esteem psychological symptomatology,school life, and social support,Child Development,58,
1235-1243.
Holahan,C.J.Valentiner,D.P., & Moos,R.H.(1995).Parental support,coping strategies,and psychological adjustment
:An integrative model with late adolescents.Journal of Youth and Adolescence,24(6),633-648.
Hoyle, R. H.(1995). The structural eguation modeling approach:Basic conceptions and fundamental issues.In R.H.Holyle(Ed),Structural eguation modeling:Concepts
,Issues and applications(pp.1-15).Thousand Oaks,CA:
Aage.
Hudley,C.(1998).Urban minority adolescents’ perceptions of classroom climate. (ERIC Document Reproduction
Service No. ED419880)
Isakson, K., & Jarvis, P. (1998). The adjustment of adolescents during the transition into high school : A short-term longitudinal study. Journal of Youth and Adolescence, 28(1),1-26.
Jarvinen,D.W., & Nicholls,J.G.(1996).Adolescents’ social
goals,beliefs about the causes of social auccess,and
satisfaction in peer relations.Developmental
Psychology,32,435-441.
Johnson,D.R.,Bloomber,L,Lin,H.,McGrew,K.,
Bruininks,R.H., & Kim,C.(1995).A secondary analysis of the finding from the national longitudinal transition study :An examination of the post school outcomes for youth with severe disabilities in integrated classrooms.Journal of Educational Psychology,84(3), 322-330.
Joreskog,K.G.(2000).Thirty year of SEM inthirty minutes.Lecture presented at the Fifth
Vonference on Logic and Methodology.
Judge,J.A.,Thoresen,C.J.,Pucik,V.,&Welbourne,T.M.(1999). Managerial coping with organizational change
:A dispositional perspective .Journal of Psychology,
84(1),107-122.
Judith,Z., & Felice,G.(1986).When coping strategies fail:
Assessing and counseling learning disabled adults
facing new challenges. (ERIC Document Reproduction Service No. ED291180)
Juvonen,J., & Bear,G.(1992).Social adjustment of children with and without learning disabilities in integrated
classrooms. Journal of Educational Psychology,84(3),
322-330.
Kaplan,P.S., & Stein,J.(1984). Psychology of adjust-
ment.California:Wadsworth,Inc.
Kamann,M.P., & Wong,B.Y.L.(1993).Inducing adaptive
coping self-statement in children with learning disabili-
ties through self-instruction training. Journal of Learning Disabilites, 26(9),630-638.
Kavale,K.A. & Forness,S.R.(1996).Social skill deficits and learning disabilities:A meta-analysis. Journal of Learning Disabilities, 29(3), 226-237.
Kelley,K.N.(1996).Causes,reactions,and consequen-
ces of acdemic probation:A theoretical model.
NACADA Journal,16(1),28-34.
Kelly P., & Carol A. C., (2003). The Classroom Teacher’s Role in Preventing School Failure. Kappa Delta Pi Record, Winter, 84-87.
Kirk,S.A.,Gallagher,J.J., & Anatasiow,N.J.(2003).
Educating exceptional children(10thed.).Boston:
Houghton Mifflin Company.
Kindermann,T.A.(1993).Natural peer groups as contexts for individual development.Development Psychology,29(6)
,970-977.
Kloomok,S., & Cosden,M.(1994).Self-conception in children
with learning disabilities:The relationship between global self-concept,academic”discount”, nonacademic self-concept,and perceived social support. Learning
Disability Quarterly,17(2),140-153.
Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom : Predictors of children’s early school adjustment. Child Development,61(4),1081-1100.
Larkin,M.J., & Ellis,E.S.(1998).Adolescent with learning disabilities. In B.Y.L.Wong (Eds.),
Learning about learning disabilities(2n ed.).
(pp557-584).NewYork: Academic Press.
Lawrence,D.(1988).Enhancing self-esteem in the classroom.
London:St.Edmunds-Bury.
Lazarus,R.S.,&Folkman,S.(1984).Stress,appraisal and cop- ing.New York:Springer Pub.
Lazarus,R.S.,& Lazarus,B.N.(1994).Passion and reason: Make sense of our emotion .New York:Oxford University Press.
Lazarus,R.S.(1993).Coping theory and research :Past,
present ,and future.PsychosomaticMedicne,55,234-247.
Lazarus,R.S.(1976).Patterns of adjustment .New
York:McGreen-Hill.
Leana,C.R., & Feldman,D.C.(1991).Gender different-
ces in responses to unemployment.Journal of Vocational Behavioral,38,65-77.
Lerner,J.W.(2003).Learning disabilities:Theories diagnosis, and teaching strategies (9th ed.).
Boston:Houghton Mifflin Company.
Lewandowski,L., & Arcangelo,K.(1994).The social
Adjustment and self-concept of adults with learning
Disabilities. Journal of Learning Disabilites, 27(9),
598-605.
LeWinter,G.R.(1983).An exploratory study of learning disabilities in college students. (ERIC Document Reproduction Service No. ED229995)
Lipsky, F. K., & Gartner, A. (1997). Inclusion, school reform transforming America’s classrooms.Baltimor:
Paul H.Brookes Publishing Co.
Loeb,R., & Sarigiani,P.(1986).The impact of hearing impair-
ment on self-perceptions of children. (ERIC Document Reproduction Service No. EJ334318)
Margalit,M., & Zak,I.(1984).Anxiety and self-concept of
learning disabled children. Journal of Learning
Disabilites,17(9),537-539.
Marsh,H.W.,Craven,R.G., & Debus,R.(1991).Self-concepts of young children 5 to 8 years of age:Measurement and
multidimensional structure.Journal of Education
Psychology,83, 377-392.
Mastropieri,M.A., & Scruggs,T.E.(2000).The inclusive classroom:Strategies for effective instruction.
NewJersey:Prentic-Hall ,Inc.
Matthews,D., & Justice,C.(1983).Relaxation training :
A stress management model for schools.(ERIC Document Reproduction Service No. ED232110)
Mboya, M. (1995). Perceived teachers’ behaviors and dimensions of adolescent self-concepts. Educational Psychology, 15, 491-499.
McGue,M.,Bacon,C.S.,&LykkenM.T.(1993).Personality stability and change in early adulthood:A behavioral genetic analysis.Development Psychology,29(1), 96-
109.
Melnick,D.H.(1992).Adjustment to transitions in early adolesence(Junior high school).Long Island University,the Brooklyn Center. Degree:
Ph.D.
Mellor-Crummey,C.A.,Connell,J.P.,&Trachtenbergy,S.(1989).Children’s coping in social situations.
(ERIC Document Reproduction Service No. ED307071)
Mercer,C.D., & Mercer,A.R.(2003).Teaching students with learning problems.(7th ed.).New Jersey: Prentic-Hall,Inc.
Meltzer,L.,Katzir-Cohen,T., & Miller,L.(2001).The impact of efforts and strategy use on academic performance:
Student and teacher perceptions. Journal ofl Education
Psychology,83, 377-392.
Meisels,S.J., & Liaw,F.R.(1993).Failure in grade:Do retained students catch up ? Journal of
Education Research,87(2),69-77.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: SAGE.
Miller,W.R.,Yahne,C.E., & Rhodes,J.M.(1990).Adjust-
ment :The psychology of change.New York:
Prentic Hall.
Montgomery.M.S.(1994).Self-concept and children
with learning disabilities:Observer-child concor-
dance across six context-dependent domains. Journal of Learning Disabilities,27(4),254-262.
Moos,R.H.(1992).Conceptualizing and measuring coping resources and processes.In L.Goldberger &S,Breznitz(Eds.),Handbook for stress(pp.212
-230). New York:The Free Press.
Morrison,C.R.(1991).Academic coping styles,self-
concept,and stress. (ERIC Document Reproduc-
tion Service No. ED340951)
Mulaik,S.A.&James,L.R.(1995).Objectivity and reasoning in scince and structural equation modeling.In:R.H.Holyle(Ed.), Structural equation modeling:Concepts,issues and applications(pp.118-137).Thousand Oaks,CA:
Sage.
Munro, B. H. (1981). Dropouts from higher education : Path analysis of a national sample. American Educational Research Journal, 18, 131-141.
Neuber,M.E.(1988).Pupils today:Greater stress and frustration. (ERIC Document Reproduction Service No. ED302471)
Noel, L., & Levitz, R. (1985). Increasing student retention. San Francises, CA : Jossey-Bass.
Ohannessian, G. M., Lerner, R. M., Lerner, J. V., & von Eye, A. (2000). Adolescent-parent discrepancies in percep-
tions of family functioning and early adolescent social-
competence. International Journal of Behavioral
Development, 24, 362-372.
Ohbuch,K., & Yamamoto,I.(1990).Power strategies of
Japanese children in interpersonal conflict:Effects of age,gender and upon the issue.Journal of Genetic Psychology,151,349-360.
O’leary,E,(1989).The expression of disapproval by teachers and the maintenance of unconditional positive regard.
Personcenter Review,4(4),420-428.
Parker, J. G., & Asher, S. (1987). Peer relations and later personal adjustments:are low accepted children at risk?Psychological Bulletin, 102, 357-389.
Pavir,S., & Monda-Amaya,L.(2000).Loneliness and students with learning disabilities in inclusive classrooms:Self-
perception,coping strategies,and preferred
interventions. Learning Disabilities Research and
Practice,15(1),22-33.
Petersen, A., C., Ebata, A. T., & Graber, J. (1987). Coping with adolescence : The functions and dysfunctions of poor achievement. (ERIC Document Reproduction service No. ED293020)
Plucker,J., & Stocking,V.(2001).Looking outside and inside:
self-concept development of gifted adolescents.
Exceptional Children,67,535-548.
Polce-Lynch,M.,Myers,B.J.,Kilmartin,C.T.,forssmann-Falck,R., & Kliewer,W.(1998).Gender and age patterns in emotional expression,body image and self-esteem:A qualitative analysis.Sex Roles,38,1025-1034.
Polloway,E.A.,Schewel,R., & Patton,J.R.(1992).Learning
Disabilities in adulthood:Personal perspectives. Journal of Learning Disabilites,25(18),520-522.
Purkey,W.W.(1988).An overview of self-concept theory for
Counselors. (ERIC Document Reproduction service No. ED304630)
Renic,M.J., & Harter,S.(1989).Impact of social comparisons on the developing self-perceptions of learning disabled students.Journal ol EducationPsychology,81,631-638.
Roberts,L.R., & Newman,J.L.(1987).Gender difference in the relationship between perceived popularity and self-
image during early adolescence.(ERIC Document
Reproduction service No. ED288135)
Rogers,H., & Saklofski,D.H.(1985).Self-concept,locus of
control and performance expectations of learning
disabled children. Journal of Learning Disabilities
,18(5), 273-278.
Ross,J.M.(1988).Learning and coping strategies of learning ABE student.Adult Literacy and Basic Education,12(2),
78-91.,
Ryan-Wenger,N.M.(1990).Development and psychometric characteristics of the schoolagers’ coping strategies inventory.Nursing Research,39(6),344-349.
Sabornie,E.(1994).Social-affective characteristics in early adolescents identified as learning disabled and
nondisabled. LearningDisability Quarterly,17(4),268-
279.
Santrock,J.W.(2003).Adolescence(9th ed.).New York:Mc-
Graw-Hill.
Saracoglu,B.,Minden,H., & Wilchesky,M.(1989).The adjust-
ment of student with learning disabilities to
university and its relationship to self-esteem and self-efficacy. Journal of Learning Disabilities,22 (9), 590-592.
Shauna,K., & Merith,C.(1994).Self-concept in children with learning disabilities : The relationship between global
Self-concept,academic”discounting,” nonacademic self-concept,and perceived social support. Learning
Disability Quarterly,17(2),140-153.
Shavelson,R.J.,Hubner,J.J., & Stanton,G.C. (1976). Self-concept:Validation of construct interpreta-
tions.Review of Educational Research,46(3),407
-441.
Sigmon,S.B.(1983).Social inequality and measure-
ment of cognition in the schools:Focusing on raven’s colored progressive matrices scale.
U.S.:New Jersey.,
Silverman,R., & Zigmond,N.(1983).Self-concept in
Learning disabled adolescents. Journal of Learning Disabilites,16(8),478-482.
Smith,C.R.(1998a).Learning disabilities:The
interaction of learner, task, and setting(4th ed.).Boston:Allyn and Bacon.
Smith,D.D.(1998b).Special education:Teaching in a age of challenge(3th ed.). Boston:Allyn and Bacon.
Smith,M.C.(1992).Is clarity of self-concept related to preferred coping style. (ERIC Document Reproduction Service No. ED353506)
Solmon,P., & Draine,J.(1995).Subiective burden among family members of mentally ill adults:
Relation to stress,coping skill and adaption.
America Journal of Orthopsyiatry,65(3),419-
427.
Sorensen,L.G.,Forbes,P.W.,Bernstein,J.H.,Weiler,M.D.,Mitchell,W.M., & Waber,D.P.(2003).Psychoso-
cial adjustment over a two-year period in children referred for learing problems:Risk,
resilience,and adaptation. Learning Disabilities Research&Practice,18(1),10-24.
Stern,M., & Alvarez,A.(1992).Pregnant and parenting adolescents :A comparative analysis of coping response and psychosocial adjustment.Journal of Adolescent Research,7(4),469-493.
Suter,D.P., & Kehle,T.J.(1988).Evaluation of the primary mental health project model of early identification and prevention of school adjustment problem.Special Services in the Schools,4(3),89-107.
Swiatek,M.A.(2001).Social coping among gifted high school student and its relationship to self-concept.Journal of Outcome Measurement,4(4),19-39.
Tabassam,W., & Grainger,J.(2002).Self-concept,attributional
style and self-efficacy beliefs of students with learning
disabilities with and without attention deficit hyperac-
tivity disorder. Learning DisabilityQuarterly,25(2),141
-151.
Thomas,A.K.(1980).Attribution train for children with learning difficulties. (ERIC Document Reproduction Service No. ED198673)
Tomchin,E.M.(1996).Coping and self-concept:Adjustment pattern in gifted adolescents.Journal of Secondary Gift Education,8(1),16-27.
Utsumi, M. C., & Mendes, C. R.(2000). Researching the attitudes towards mathematics in basic education.
Education Psychology,20(2),237-244.
Valentiner,D.P.(1994).Coping structur,determinants of cop-
ing change,and coping effectiveness during adolescen-
ce .Unpublish doctor dissertation,The University of
Taxas at Austin.
Vaughn,S., & Haager,D.S(1994).Social competence as a multifaceted construct :How do students with learning disabilies fare?. Learning Disability Quarterly,17(4),
235-266.
Vaughn,S.,Haager,D.S.,Hogan,A., & Kouzekanani,K.(1992).
Self-conception and peer acceptance in students with learning disabilies fare?. Journal Educational
Psychology,84,43-50.
Vaughn,D.D.,Slicker,E.K., & Hein,J.V.(2000).Adolescent problems and coping strategies:Alternative school versus non-alternative school students.Research in The
School,,7(2),41-47.
Vaughn, S., & Sinagub,J.(1998).Social competence of student with learning disabilities:Intervention and issues. In B.
Y.L.Wong(Eds),Learning about learning disabilities (2nd ed.). New York : Academic Press.
Vercruysse,N.J., & Chandler,L.A.(1992).Coping strategies used by adolescent in dealing with family relocation overseas.Journal of Adolescence,15(1),67-82.
Virginia State Dearptment of Education(1992). A study of tracking and ability grouping in mathematics and science courses in Virginia’s secondary schools.House Document No.58 Report of the Department of Education to the Governor and the General Assembly of U.S.: Virginia.
Waldron,K.A.,Saphire,D.G., & Rosenblum,S.A.(1987).
learning disabilities and giftedness: Identifica-
tion based on self-concept,behavior,and acade-
mic patterns. Journal of Learning Disabilities,20(7), 422-432.
Weekes,D.P., & Kagan.B.(1994).Adolescents complet-
ing cancer   therapy :Meaning,perception,and
coping.Oncolgy Nursing Forum,21(4),663-670.
Weinstein, R. S.(1982).Student perception of schooling. (ERIC Document Reproduction Service No. ED221553)
Williams,B.T.R., & Gilmour,J.D.(1994).Annotation:
sociometry and peer relationships.Journal of Child
Psychology and Psychiatry,35(6),997-1013.
Worchel, S., & Goethals, G. R. (1985). Adjustment : path-
ways to personal growth. N. J. Prentice-Hall, Inc.
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE