臺北市國中學習障礙學生生涯成熟及其相關因素之研究

本研究目的在了解國中學習障礙學生之生涯成熟情形，並探討其個人背景因素（身分別、性別、年級、家庭社經地位）、個人能力因素（智力、閱讀能力、學業成就）、障礙因素（障礙亞型、初次鑑定確認時間、特殊教育服務量、障礙接納程度）及生涯活動因素（普通教育生涯發展活動、特殊教育生涯發展活動、打工經驗）與生涯成熟之關係。研究採調查法，以立意取樣，樣本為臺北市五所公立國民中學之八、九年級學生共366人，其中學習障礙學生87人，非學障之一般學生279人。研究工具為蘇鈺婷（2002）所編製之「青少年生涯發展量表」，在回收後將所得資料以描述統計、多變量變異數分析、Pearson積差相關分析、淨相關以及逐步多元迴歸分析等統計方法進行分析處理，研究結果如下：一、國中學習障礙學生的生涯成熟度中等，以生涯信念表現最好，生涯感受、生涯探索、生涯計畫皆有中等表現。二、國中學習障礙學生的生涯成熟與一般學生無顯著差異。三、不同性別、年級的國中學習障礙學生，生涯成熟無顯著差異，家庭社經背景與生涯成熟無顯著相關。四、除智力之語文理解指數與生涯探索有顯著負相關外，智力、閱讀能力及學業成績與國中學習障礙學生之生涯成熟無明顯關係。五、障礙相關因素中，僅障礙接納程度與國中學習障礙學生之生涯成熟有正相關。六、生涯活動因素中，普通教育與特殊教育之生涯發展活動與國中學習障礙學生之生涯成熟有正相關。七、年級與障礙接納程度能預測學習障礙學生之生涯成熟表現。最後，研究者根據研究結果與發現，提出具體建議供特殊教育與輔導工作及未來之研究參考。

關鍵字

生涯成熟；生涯發展；國中學生；障礙接納；學習障礙

並列摘要

This study compared levels of career maturity between junior high students with and without learning disabilities(LD) and investigated factors associated with career maturity. The related factors of this study included demographic characteristics (disabilities status, gender, grade and SES), abilities (IQ, reading comprehension and academic achievement), disability factors (categories of LD, time of first identification, quantity of accommodations received by special education and acceptance of disability), and career development activities (activities from regular education, activities from special education & work experience). The sample for this study consisted of 366 8th and 9th grade students (87 students with LD and 279 students without LD) from 5 public schools in Taipei City. The Adolescence Career Development Inventory was used to assess the career maturity of all participants. By using the methods of descriptive statistics, MANOVA, correlation analysis, and multiple regression to analyze the obtained data, results were showed that: 1.The career maturity of students with LD were average. 2.The career maturity of students with LD were equal to students without LD. 3.There were no significant difference or correlation between LD student’s demographic characteristics and career maturity. 4.There were no significant difference or correlation between LD student’s abilities and career maturity, but only VCI in WISC-IV was significantly negative correlated with career exploration. 5.The acceptance of disability was significantly positively correlated with career maturity. 6.The regular education and special education career development activities were significantly positively correlated with career maturity. 7.Career maturity could be predicted by grade and acceptance of disability. Finally, based on findings of the study, some implications for special education and career guidance and suggestions for future researchers were offered.