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題名:視覺障礙青年父母依附、同儕依附與自我認同關係之研究
作者:顏倩霞
作者(外文):Chien Hsia Yen
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:林宏熾
學位類別:博士
出版日期:2009
主題關鍵詞:視覺障礙視覺障礙青年父母依附同儕依附自我認同結構方程模式visual impairmentsyouth with visual impairmentsparental attachmentpeer attachmentself-identityStructural Equation Modeling
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摘要
本研究目的在整合父母依附、同儕依附、自我認同三種理論觀點,建構視覺障礙青年之自我認同模式。研究採問卷調查法,以就讀一般高中職、特殊學校及大專校院之視覺障礙學生為對象。研究工具包括父母依附量表、同儕依附量表和自我認同量表。資料分析方法為因素分析、信度分析、皮爾遜積差相關分析、單因子多變量變異數分析及結構方程模式。本研究主要結論如下: 一、視覺障礙青年之父母依附品質為普通程度;同儕依附品質則為普通偏高程度;而自我認同為普通程度。二、女性視障青年在同儕依附有較高的溝通和信任;就讀大專校院之視障青年與同儕的溝通程度較高,個人認同程度也最高;朋友數量愈多的視障青年,其與父母親近、同儕溝通與信任程度較高,其關係認同、社會認同與學業認同程度也較高;中途致障之視障青年,其與父母親近程度較高;家庭屬中-高社經地位之視障青年,與父母依附的親近、同儕依附的溝通程度較高;其自我認同之個人、關係及社會認同程度較高。三、視覺障礙青年父母依附、同儕依附及自我認同之間均有密切關係存在。四、本研究所提的「視覺障礙青年自我認同模式」,經線性結構關係(LISREL)的驗證和分析,獲得實證資料的支持。修正後的模式顯示:父母依附會影響自我認同;同儕依附會影響自我認同;父母依附會透過同儕依附影響自我認同;就對於自我認同的影響力的比較來說,同儕依附的影響效果比父母依附還要大。
本研究提供模式與建議,以供相關輔導人員、視覺障礙學生家長、視覺障礙青年個人以及未來研究作為參考。
abstract
The objective of this study is to propose a model of the self-identity of youth with visual impairments by integrating the viewpoints from the theories of parental attachment, peer attachment and self-identity. The research is based on a questionnaire survey that was conducted of 322 visual impairment students who are studied at the senior high and senior vocational schools, the special education schools or the universities and colleges. The research instruments are three, including Parental Attachment Scale (PAS), Inventory of Parent and Peer Attachment(IPPA) and Aspect of Identity Questionnaire (AIQ=IV). The data were analyzed by factor analysis, Cronbach α analysis, Pearson product-moment correlation, one-way MANOVA, and SEM. The main findings of the study are list below: The parental attachment of youth with visual impairments is at normal level. The peer attachment is high normal. And, self-identity is normal. The female youth with visual impairments to the peer attachment is higher in both communication and trust. The communication among the visual impairment students who are studied at the universities and colleges is higher and their self-identity is on the top of list. The more friends the youth with visual impairments have, the higher in parent proximity and in peer communication and trust they are, and the higher in relational identity, social identity and academic identity. The youth with acquired visual impairments are higher in parent proximity. The youth with visual impairments in the family of mid-to-high socio-economic status are high in proximity to the parental attachment and in communication to the peer attachment, and also higher in personal, relational and social identity. Parental attachment, peer attachment and self-identity of youth with visual impairments are closely related. The proposed model of the self-identity of the youth with visual impairments, having been verified and analyzed by LISREL, gains the support from the disclosure-proofed data. The model indicates that the parental attachment will affect the self-identity; the peer attachment will affect the self-identity also; the self-identity will be affected by the parental attachment through the peer attachment. And, in terms of the affection to the self-identity, the peer attachment is stronger than the parental attachment. Discussion focuses on the theoretical and practical implications of results.
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