堅韌性對障礙幼兒之入學準備度的中介效果及調節效果之探討─以三個時序性逆境堅韌因子為例

A Study of Examining the Mediation and Moderation Effect of Resilience Factors to the Influence of Children's Identification of Disabilities on School Readiness Outcomes

宋明君(Ming-Jiun Sung)

《障礙者理解半年刊》 14卷1期 (2015/01) Pp. 25-47

https://doi.org/10.6513/TJUID.2015.14(1).2

摘要

本文旨在探討幼兒的障礙身分對入學準備度之影響是否會因寬恕、轉念、希望三個堅韌因子而產生中介效果與調節效果。研究方法乃以研究者之2009年科技部研究計畫補助案（NSC98－2410－H－324－013－SSS）的調查資料進行次級分析，分析的步驟包括設定模型、選擇變項及樣本、統計檢定、解釋結果。在設定模型上，預測變項設定為幼兒的障礙身分，結果變項設定為幼兒的入學準備度，中介變項與調節變項則設定為幼兒的三個時序性逆境堅韌因子。在變項的選擇上，幼兒的障礙身分使用資料檔的「幼兒危險因子調查表」之其中一題「幼兒具有某方面功能障礙（視覺、聽覺、身體外觀）」，填答採二元量尺。幼兒的入學準備度使用資料檔的「幼兒入學準備度評量表」正向成果量表與負向成果量表二個加總變項，各有28題，填答採三點量尺。幼兒的堅韌因子使用資料檔的「幼兒堅韌因子評估調查表」之寬恕、轉念、希望三個分量表，每個分量表都有8題，填答採六點量尺。分析樣本乃使用資料檔中的台中市（縣）公立幼稚園樣本共303筆，來自85所幼稚園，平均每所幼稚園回覆3.56份。分析結果方面，寬恕堅韌因子在幼兒障礙身分對入學準備度的負向成果與正向成果的預測上都不具中介效果；轉念堅韌因子在負向成果與正向成果的預測上都具有部分中介效果，在負向成果的預測上具有調節效果，在正向成果的預測則無調節效果。希望堅韌因子在負向成果與正向成果的預測上都具有部分中介效果，在負向成果與正向成果的預測上都不具調節效果。根據分析的結果，研究者對家長、復健專業人員、教保人員及社工提出若干建議，亦說明本研究若干限制，並提出未來研究的相關建議。

關鍵字

幼兒 ； 障礙 ； 堅韌因子 ； 入學準備度 ； 中介效果 ； 調節效果

並列摘要

The purpose of this study was to test the mediation effect and moderation effect of three resilience factors- forgive, reframe, and hope. An investigation dataset from Program NSC98-2410-H-324-013-SSS was used for secondary analysis in this work. The procedures of our analysis include setting models, choosing variables and sample, testing hypothesis, explaining results. In our mediation models and moderation models, identification of disabilities was used as predictive variable, positive and negative school readiness were used as outcome variables, resilience factors-forgive, reframe, and hope were used as both mediator and moderator. Our research sample includes 303 subjects, which were collected from 85 kindergartens. Statistical reports show that resilience factor ＂forgive＂ didn't mediate or moderate the influence of identification of disabilities on children's positive and negative school readiness outcomes. Resilience factor ＂reframe＂ moderated and partially mediated the influence of identification of disabilities on both children's positive and negative school readiness outcomes. Resilience factor ＂hope＂ moderated the influence of identification of disabilities on both children's positive and negative school readiness outcomes, and partially mediated the negative outcome, but didn't mediated the positive outcome. Results are discussed in terms of the implications for parents, therapist, social work and kindergarten teacher. Several limitations of this study and suggestions for future study were discussed.

並列關鍵字

Children ； Disability ； Resilience Factor ； School Readiness ； Mediation Effect ； Moderation Effect