頁籤選單縮合
題名 | 高職學習障礙學生自我概念與同儕接納態度之調查研究--以國立宜蘭高商為例=A Survey of the Self-concept and Peer Attitudes toward Acceptance of Learning Disabilities Students in Vocational Senior High School-- Take National Ilan Commercial Vocational Senior High School for Example |
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作者姓名(中文) | 陳姿任; 莊謙本; | 書刊名 | 宜蘭高商學報 |
卷期 | 4 2011.04[民100.04] |
頁次 | 頁45-59 |
分類號 | 524.778 |
關鍵詞 | 學習障礙; 自我概念; 接納態度; Learning disabilities; Self-concept; Attitudes toward acceptance; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討不同背景變項之高職學習障礙學生自我概念與同儕接納態度之現 況與差異情形。以「高職學生自我概念量表」與「高職學生同儕態度量表」針對國立宜 蘭高商日校二年級學習障礙學生9 人及其同儕249 人進行問卷調查,本研究之結果如下: 在自我概念方面: (一)高職學習障礙學生的整體自我概念呈現中間偏正向的表現,四個構面之表現以情 緒自我最高,接下來為學業自我與社會自我,生理自我表現最低。 (二)不同性別在生理自我及整體上達顯著差異。 (三)不同科別在各構面及整體均未達顯著差異,各科的自我概念皆呈現中間偏正的表 現。 (四)不同家庭功能在各構面及整體均未達顯著差異。 (五)整體的自我概念與情緒自我構面呈現正相關且達顯著水準。 在接納態度方面: (一)高職普通生的整體接納態度皆有積極正向之表現,以情感構面最高、行為構面次 之,認知構面最低。 (二)不同性別在認知構面達顯著差異。 (三)不同科別在情感構面與行為構面達顯著差異,各科的接納態度皆呈現中間偏正的 表現。 (四)不同接觸經驗在各構面皆未達顯著水準。 (五)整體的接納態度與認知構面、情感構面、行為構面三個構面皆呈現正相關且達顯 著水準。 最末,根據本研究之結果與結論提出建議事項,俾能提供宜蘭高商教師教學與輔導 以及未來研究之參考。 |
英文摘要 | The main purpose of the study was to explore the relations between background variables and self-concept as peer-accepted attitudes of Ilan Commercial Vocational Senior High School sophomore students with learning disabilities (LD). Data were collected from 9 LD students and 249 peers through researcher-designed instruments including “Inventory of Self-Concept by Senior High School Students” and “Inventory of Peer Attitudes by Senior High School Students”. Main findings were listed as follows: With regard to self-concept: 1. In general, the global self-concept of LD students was directed kind of toward positive. Of the 4 scales, emotional self was the highest, followed by scholastic self and social self, with the physiological self as the lowest. 2. Gender of physiological self and self-concept total showed the significant difference. 3. Students from different departments did not showed significant difference in attitudes towards acceptance. 4. Family functions did not showed significant difference in attitudes towards acceptance. 5. Self-concept total was significantly positively correlated with emotional self. Also positively correlated was ways of upbringing versus self-concept total. With regard to attitudes toward acceptance of LD students: 1. The general students had positive attitudes toward acceptance of LD students. Of the 3 scales, emotion was the highest, followed by behavior, and the cognition as the least. 2. Different genders showed the significant difference in cognition. 3. Students from different departments showed significant differences in emotion and behavior. All of their attitudes toward acceptance were directed toward slightly positive. 4. Different contact experiences did not showed significant difference in attitudes towards acceptance. 5. The whole scale had apparently positive correlation with cognition, emotion, and behavior. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。