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題名:高職特教班學生休閒知覺、偏好、及阻礙因素之相關研究
作者:王淑仙
作者(外文):Wang Shu-Hsien
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:許天威
徐享良
學位類別:博士
出版日期:2005
主題關鍵詞:休閒知覺休閒偏好休閒阻礙the perceived freedom of leisurethe leisure preferencesthe barriers to leisure involvement
原始連結:連回原系統網址new window
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摘要
本研究以台灣地區公私立高級職業學校特殊教育班輕度智能障礙學生350位學生為樣本,使用「休閒知覺量表」、「休閒偏好量表」、及「休閒阻礙量表」為研究工具,來探討高職特教班學生休閒知覺、休閒偏好及休閒阻礙的現況及休閒知覺與休閒阻礙之相關情形。獲得結果如下:
一、不同性別在整體休閒知覺上有顯著差異。而在勝任感、控制感、休閒需求及參與程度等四個向度的得分,並未有顯著差異。
二、不同年級在整體休閒知覺上並無顯著差異。
三、不同居住地在整體休閒知覺上有顯著差異,且在各向度中之「勝任感」及「控制感」等二者上有顯著差異。
四、不同社經地位在整體休閒知覺上未達顯著差異。
五、就休閒偏好而言,大多選擇心智類及戶外活動類,且其休閒組型為主動的、參與團體的並具有冒險性質者居多。
六、不同性別在全體八項休閒阻礙因素上未達顯著差異。
七、不同年級在休閒阻礙因素上達顯著差異,且在「社交」、「金錢」、及「時間」等三個向度上有顯著差異。
八、不同居住地,或不同社經地位在所有休閒阻礙因素上皆未達顯著差異。
九、休閒知覺各向度與休閒阻礙各向度間皆有顯著負相關亦即當休閒知覺程度較高時,其休閒阻礙則隨之降低。。
十、經多元逐步迴歸之分析,發現休閒知覺對休閒阻礙之預測力為
(1)「控制感」對休閒阻礙中的溝通向度有顯著預測力。(2)「休閒需求」對社交向度有顯著預測力。
(3)「參與程度」對動機、做決定、能力、機會、金錢、及時間等六個休閒阻礙因素有顯著預測力。
十一、徑路分析顯示樣本之休閒知覺對休閒阻礙有直接且負向的影響。休閒知覺直接負向的影響休閒阻礙。
本研究依據研究發現提出對於高職特教班休閒教育課程的建議事項。
關鍵詞:休閒知覺、休閒偏好、休閒阻礙
A relative study on the perceived freedom of leisure, the leisure preferences, and the barriers to leisure experiences of the mentally retarded students in the special classes of high vocational schools in Taiwan
Abstract
There were 350 samples with mild mental retardation from the special classes in the high vocational schools. The Perceived Freedom of Leisure Scale, The Leisure Preferences Inventory and The Barriers to Leisure Involvement Scale were used as study tools. The study results were listed as the following:
1. There are significant difference in the perceived freedom of leisure between different genders, and different geographical areas.
2. There are no significant difference in the perceived freedom of leisure between different grades, and different socio-economic status.
3. The most favorite activities of the students are those in the mental and linguistic domain and the outdoor recreation domain.
4. The most preferred activity style of the students is active-group-risk involvements.
5. This study finds that only one of the four variables, students’ class grades, reveals significant difference in the barriers to leisure.
6. Measured by the Pearson’s product-moment correlation coefficient, high negative correlation is found between the perceived freedom of leisure and the leisure barriers.
7. Measured by the stepwise regression analysis, the predictability of the perceived freedom of leisure to the leisure barriers are as the following:
(1) The prediction of leisure control component to the communication barrier is significant.
(2) The prediction of leisure needs component to the social skill barrier is significant.
(3) The prediction of leisure involvement component to the six barriers out of all the eight barriers, including motivation, decision making, ability, opportunity, money and time are significant.
8. The perceived freedom of leisure is used as the predictor in the path analysis, a path diagram shows that this predictor exists direct-negative prediction of encountering different leisure barriers.
Recommendations concerning the improvement of leisure education designed for the mildly mentally retarded students in high vocational schools are suggested.
Keywords: the perceived freedom of leisure, the leisure preferences, the barriers to leisure involvement
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