臺北市國小高年級學習障礙學生家長參與與學校適應之研究

Parent Involvement and School Adjustment of Fifth and Sixth Grade Students with Learning Disabilities in Taipei City

葉舒萍(Shu-Ping Ye)

指導教授 ： 趙本強

中原大學/人文與教育學院/特殊教育研究所/碩士(2012年)

https://doi.org/10.6840/cycu201200338

摘要

本研究旨在探討臺北市國小高年級學習障礙學生家長參與與學校適應之關係，以了解臺北市國小高年級學習障礙學生家長參與及其學校適應現況，並探討不同背景變項的學習障礙學生之學校適應情形，進一步了解家長參與程度對學生學校適應之相關，最後探討家長參與對學生學校適應的預測情形。 本研究以自編「國民小學家長參與與學生學校適應之調查問卷」為研究工具，研究對象為225位臺北市國小高年級學習障礙學生，採用便利取樣方式蒐集資料，調查所得資料以SPSS統計軟體採描述統計、獨立樣本t考驗、單因子變異數分析、皮爾森積差相關、逐步多元迴歸分析等統計方法處理。 本研究結論如下： 一、臺北市國小高年級學習障礙學生家長參與屬於中等程度；臺北市國小高年級學習障 礙學生整體學校適應屬於中等程度，以「同儕關係」表現最佳，其次依序為「學習適應」、「師生關係」。 二、臺北市國小高年級學習障礙學生家長參與因學生就讀年級、家庭結構不同而達顯著差異。五年級之家長參與顯著高於六年級；與父母同住者、與母親同住者及與祖父母或其他親戚同住者之家長參與明顯優於與父親同住者。 三、臺北市國小高年級學習障礙學生學校適應因家庭結構不同而有顯著差異，與父母同住學生其整體學校適應、學習適應及同儕關係明顯優於與父親同住學生。 四、臺北市國小高年級學習障礙學生家長參與與學校適應呈現中度正相關。 五、臺北市國小高年級學習障礙學生家長參與對學生學校適應具有正向預測力，總解釋變異量介於20.4％~34.7％。 根據研究結論，本研究分別對教育行政單位、學校行政人員及教師、學生家長及未來研究者提出建議，以供參考。

關鍵字

學校適應 ； 家長參與 ； 學習障礙

並列摘要

The purpose of this study was to investigate the relationship between parent involvement and school adjustment of fifth and sixth grade students with learning disabilities in Taipei City. The study applied questionnaire survey as the main method. A customized“Parent Involvement and School Adjustment of Elementary Schoolchildren Questionnaire”was administered to 225 fifth and sixth graders with learning disabilities. Descriptive statistics, independent samples t-test, one-way ANOVA, Pearson correlation and multiple regression analysis were performed on the data.
The results were as follows:
1. The performance of parent involvement of fifth and sixth grade students with learning disabilities in Taipei City is medium. The performance of school adjustment is medium, and “relationship with classmates” ranks top, followed by “learning adaptation” and “teacher-student relationship.”
2. Significance is found on two items, grade and family structure, from the survey of parent involvement. The parents of fifth graders show significantly higher involvement than those of sixth graders. Moreover, higher parent involvement is found in the families of parents, single mothers, grandparents and other relatives than in those of single fathers.
3. Significance is found on the item of family structure from the survey of school adjustment. The students who live with both parents outperform those who live with single fathers on school adjustment, learning adjustment and peer relation.
4. Parent involvement and school adjustment of fifth and sixth grade students with learning disabilities in Taipei City are moderately positively related.
5. Parent involvement is a positive predictor for school adjustment. Total variance explained is between 20.4% and 30.7%.
Finally, the researcher has proposed several suggestions which can serve as reference for education administrators, educators, parents and further research.
Keywords：learning disabilities, parent involvement, school adjustment.

並列關鍵字

learning disabilities ； school adjustment ； parent involvement

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