國中階段智能障礙學生自我決策能力及影響因素之研究

A Study of the Self-Determination Competency and Contributing Factors for Junior High School Students with Intellectual Disabilities

陳韻婷(Yun-ting Chen)

指導教授 ： 趙本強

中原大學/人文與教育學院/教育研究所/碩士(2009年)

https://doi.org/10.6840/cycu200900185

摘要

本研究旨在瞭解國中階段智能障礙學生自我決策能力之現況，並探討影響國中智能障礙學生自我決策能力之相關因素。研究者以就讀於桃園縣內國民中學特殊教育班及特殊教育學校之智能障礙學生為研究對象，採立意取樣方式，抽取一百名國中智能障礙學生作為研究樣本，以自編之「國中階段學生自我決策量表」為研究工具進行問卷調查，問卷內容分為「自我瞭解」、「心理賦權」、「自我調整」及「獨立自主」等四個分向度。本研究將所蒐集之資料以平均數、標準差、皮爾遜積差相關分析、單因子變異數分析及共變數分析等統計方法進行分析。本研究主要的研究發現包括：(1)國中智能障礙學生之自我決策能力整體而言普遍相當缺乏，且顯著較普通班學生之表現低落；(2)不同學生背景變項之研究結果顯示，以智能障礙程度為輕度、住家裡及主要照顧者教養態度為非權威式者，其自我決策能力較佳。在分向度能力之差異分析中，亦以障礙程度為輕度、住家裡及主要照顧者教養態度為非權威式者，其「自我瞭解」及「獨立自主」能力顯著較其他組別為佳；「心理賦權」能力則以國小安置於自足式特教班、父母為中/高社經地位、住家裡及主要照顧者教養態度為非權威式者之表現較佳；而「自我調整」能力則以女性、障礙程度為輕度、生長於大家庭、住家裡及主要照顧者教養態度為非權威式者之表現顯著較佳；(3)教師背景變項（包括：教育程度、特教專業背景、任教班級型態等）則均未影響研究對象自我決策能力之表現。最後，研究者針對上述研究結果加以討論，並依據研究結果對教育行政機關、國中階段特殊教師、家長及未來研究方向提出建議。

關鍵字

自我決策能力 ； 智能障礙學生

並列摘要

Purpose of this study was to investigate the level of self-determination competency of students with intellectual disabilities in junior high school and to examine factors that might influence the development of students’ self-determination. Subjects of this study were 100 students with intellectual disabilities recruited from eight public junior high schools located in Taoyua county, Taiwan. All students were required to complete a self-determination scale developed to examine students’ self-determination competency in four areas including self-realization, psychological empowerment, self-regulation, and autonomy. Data collected were analyzed using means, standard deviations, Pearson correlations, analyses of variance (ANOVAs), as well as analyses of covariance (ANCOVAs). Findings of this study indicated : (1) compared to students without disabilities, students with intellectual disabilities demonstrated lower level of self-determination competency; (2) with respect to overall self-determination abilities, students who were diagnosed with mild intellectual disabilities, who lived with parents, or whose primary care providers were unauthoritative demonstrated better competency; with respect to sub-category abilities, the above three groups of students showed better abilities in the area of self-realization and autonomy; students who received special education in self-contained class at elementary school, whose family social status was ranked as above average, who lived with parents, and whose primary care providers were unauthoritative showed better competency of psychological empowerment; students who were female, who were diagnosed with mild intellectual disabilities, who lived in extended family, who lived with parents, and whose primary care providers were unauthoritative showed better competency of self-regulation; and (3) teacher backgrounds including level of education, special education training received, and types of classes they are teaching did not impact students’ self-determination performance. Based on the results of this study, suggestions were further provided for policy makers, special education teachers, parents, as well as prospective researchers who intend to conduct similar research.

並列關鍵字

Self- Determination ； Students with Intellectual Disabilities

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