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題名:高級中等學校身心障礙學生自尊與憂鬱情緒 縱貫研究 -以潛在成長模型分析
作者:昝世偉
作者(外文):Tsan,Shih-Wei
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:廖錦文
學位類別:博士
出版日期:2020
主題關鍵詞:身心障礙自尊憂鬱情緒特殊教育長期追蹤資料庫融合教育Students with disabilitiesSelf-esteemDepressed moodSpecial Needs Education Longitudinal Study (SNELS)Inclusive education
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本研究運用「特殊教育長期追蹤資料庫(Special Needs Education Longitudinal Study, 簡稱SNELS)」之高級中等學校身心障礙學生資料,分三梯次(2010年、2012年和2013年),共計830位有效固定樣本進行追蹤,探討自尊與憂鬱情緒之關聯及成長變化,性別對於自尊與憂鬱情緒之差異性;運用交互延宕模型以及潛在成長曲線模型進行資料分析。
研究分析結果發現,自尊與憂鬱情緒呈現相關效應;自尊與憂鬱情緒交互延宕現象不顯著,但整體在潛在成長模式中來看,自尊與憂鬱情緒一開始數值高的學生,增加的幅度較一開始數值較低的學生為慢速成長;性別上在自尊與憂鬱情緒之起始值和成長率方面都有顯著影響力,但在解釋力上都不高。
本研究針對研究結果,提出落實「負責任的融合教育」,教師角色的重新定位,多重處理模式經營友善校園環境與支持的環境氛圍,重視自殺防治工作等,協助身心障礙學生自尊促進與情緒轉化之建議。
This research studied the data from Special Needs Education Longitudinal Study (SNELS) followed the same 833 high school students with disabilities in 3 periods (year 2010, 2012 and 2013), the valid fixed samples, to investigate the relation and development changes of self-esteem with depressed emotions and the difference between sex, applying Autoregressive Cross-Lagged Model (ARCL) and Latent Growth Curve Model (LGCM).
Results showed the following: (1) The results of Autoregressive Cross-Lagged Model (ARCL) demonstrated that Self-Esteem and Depression Mood have no interaction. (2) Latent Growth Curve Model (LGM) demonstrated that Students with high values of self-esteem and depression mood at the beginning grow more slowly than students with low values at the beginning. (3) For gender, the initial state of self-esteem could forecast the growth rate of self-esteem. This presents suggestions based on the study results.
This study has suggested the implements of responsible inclusive education, the reposition of teacher’s role, the Multi-processing mode manage friendly campus environment and a supportive environmental vibe, the attention to prevention of suicide, the help of the self-esteem improvements and emotional transformation for students with disabilities, etc.
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