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學習障礙青少年生活壓力、自尊與憂鬱之相關研究

Research on Life Stress, Self-Esteem and Depression Relationship of Adolescents with Learning Disabilities

摘要


本研究以「復原力」理論為基礎,探討學習障礙青少年「生活壓力」危險因子、「自尊」保護因子、以及「憂鬱」情緒適應指標間的關聯性。研究者以「青少年生活壓力量表」、「青少年自我評價量表」、以及「青少年憂鬱量表」作為研究工具,以中部地區240位學習障礙青少年為研究對象,並以統計SPSS軟體進行研究資料的量化分析。研究結果包括: 一、學習障礙青少年「學校生活」壓力最大,其次是「身心發展」壓力。學習障礙青少年「自尊」表現未見樂觀,其中「學業性自尊」表現最差。學習障礙青少年出現高憂鬱情緒的比例高於一般青少年。 二、背景變項對學習障礙青少年「生活壓力」、「自尊」和「憂鬱」的影響不大。其中,「低家庭功能」學習障礙青少年在「整體主觀壓力」及「家庭生活」層面的壓力反應上,均明顯較高。此外,「高家庭功能」學習障礙青少年的「自尊」表現明顯較好。不同「性別」高憂鬱情緒學習障礙青少年的反應亦有明顯不同。 三、學習障礙青少年「生活壓力」、「自尊」與「憂鬱」情緒間皆有顯著相關存在。學習障礙青少年「生活壓力」和「自尊」對「憂鬱」情緒具有聯合預測的效力。 四、「復原組」的「自尊」表現顯著優於「受傷組」,但「復原組」和「受傷組」在背景條件上未有明顯不同;其中,女性學習障礙青少年「復原力」表現略差於男性,而國一階段、來自「高父母社經地位」家庭、以及接受「高教育支持」的學習障礙青少年,其「復原力」建構均較好。

並列摘要


The purpose of the present study based on resilience framework is to examine the relationship among life stress, self-esteem and depression of adolescents with learning disabilities. Several questionnaires were used by 240 subjects, and the data of questionnaires was analyzed with SPSS statistical software. The results of the present study are described as the followings: 1. The main life stress of adolescents with learning disabilities came from school events and physical and mental development events. Self-esteem degree of adolescents with learning disabilities was not high; school-work self-esteem of subjects was worse. Compared to general peers, adolescents with learning disabilities were more likely to suffer depression. 2. The background variables didn't yield overall significant differences among adolescents with learning disabilities, in which subjects with law family support could face more general subjective life stress and life stress in family, and who gained high family support could have much greater self-esteem. Finally, there was obvious difference in sex among depressed ones. 3. There was significant correlation among life stress, self-esteem and depression of adolescents with learning disabilities. Life stress and self-esteem could forecast depression of 26.4%. 4. The degree of self-esteem was significant different between resilient and vulnerable groups, but there was no obvious difference among background variables.

參考文獻


吳齊殷、李文傑(2003)。青少年憂鬱症狀與偏差行為併發之關係機制。台灣社會學。6,119-175。
林幸足(2003)。青少年自尊量表編製報告。測驗學刊。59(2),1-34。
吳怡欣(1999)。青少年自我尊重模式之驗證(碩士論文)。國立台灣師範大學教育心理與輔導研究所。
Al-Yagon, M.,Mikulincer, M.(2004).Patterns of close relationships and socioemotional and academic adjustment among school-age children with learning disabilities.Learning Disabilities Research & Practice.19(1),12-19.
Bear, G. G.,Minke, K. M.(1996).Positive bias in maintenance of self-worth among children with LD.Learning Disability Quarterly.16,23-32.

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鍾雅玲(2012)。高中職學習障礙學生學校適應之研究〔碩士論文,中臺科技大學〕。華藝線上圖書館。https://doi.org/10.6822%2fCTUST.2012.00004
張萬烽(2022)。復原力對國小學習障礙學生與一般學生在心理健康上的影響:個人與變項取向教育心理學報54(1),57-84。https://doi.org/10.6251%2fBEP.202209_54(1).0003
歐思賢(2022)。家長觀點-學習障礙者在融合教育中持續面臨的困境特殊教育季刊(164),23-35。https://doi.org/10.6217%2fSEQ.202209_(164).23-36
張萬烽(2020)。保護因子對於不同復原力類型學習障礙學生之影響特殊教育研究學刊45(1),65-96。https://doi.org/10.6172%2fBSE.202003_45(1).0003

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