肢體殘障學生的內外制握信念之研究

Internal-External Locus of Control in Physically Handicapped Students

洪有義(Yu-Yih Hung)

《教育心理學報》 11期 (1978/06) Pp. 113-121

https://doi.org/10.6251/BEP.19781201.9

摘要

本研究的目的在比較肢體殘障學生與肢體正常學生內外制握信念的差異，以及探討隔離與混合兩種方式不同的教育型態下，對肢體殘障學生制握信念的影響。受試爲三組國中程度的學生：(1)特殊學校肢體殘障學生；(2)國中混合班肢體殘障學生；(2)國中肢體正常學生。每組80名，男女各半，共訓240名。測驗工具爲諾史制握量表。研究結果顯示：(1)就肢體殘障學生與肢體正常學生制握信念差異而言，無論是特殊學校肢殘學生或混合班肢殘學生都比正常學生較爲外制：(2)就不同教育型態下肢體殘障學生比較而言，特殊學校肢殘學生較混合班肢殘學生稍有外制傾向，但未達顯著水準；(3)內外制握信念在男女性別的差異，未達顯著水凖。

並列摘要

The purposes of this study were to explore the differences in internal-external locus of control between physically handicapped students and non-handicapped students and to investigate that if two different education programs (segregation vs. integration) would affect the locus of coatrol of the physically handicapped students. Two hundred and forty junior high level students were given the Nowicki-Strickland's Locus of Control Scale. The subjects included three groups: (1) the physically handicapped students in special school, (2) the physically handicapped students in junior high school, and (3) non-handicapped students in junior high school. The results indicated (1) the physically handicapped students, both in special school and in junior high school, were more external than the non-handicapped students, (2) the physically handicapped students in special school had higher external scores than those in junior bight school, but the differences were not statistically signicant, and (3) no signicant sex differences were found.