高中普通班中重度身心障礙學生之自我概念、自我決策與生活適應關係

Abstract

本研究探討就讀於高級中學（含普通型、技術型、綜合型）普通班的中重度身心障礙生之自我概念、自我決策與生活適應現況，以及三者間之關係。採問卷調查法，以2019年就讀臺北市、新北市與桃園市公立高中普通班中重度身心障礙學生為研究對象，並排除因伴隨智力問題而理解題意有困難之學生，以自編之「高中階段身心障礙學生自我概念、自我決策與生活適應調查表」為研究工具，共回收206份有效問卷。將問卷資料以描述性統計、獨立樣本T檢定、單因子變異數分析、積差相關與多元逐步迴歸方式進行統計分析。 本研究結果摘要如下： 一、高中普通班中重度身心障礙學生之自我概念、自我決策與生活適應皆落於中等至中上程度。 二、不同性別之高中普通班中重度身心障礙學生的自我決策與生活適應有顯著差異，女生顯著優於男生。 三、不同障礙類別之高中普通班中重度身心障礙學生的自我概念、自我決策與生活適應有顯著差異，感官功能障礙學生顯著優於肢體病弱、社交情緒障礙學生。 四、高中普通班中重度身心障礙學生之自我概念、自我決策與生活適應不因學校類型、障礙程度與障礙原因而有差異。 五、高中普通班中重度身心障礙學生的自我概念與生活適應，以及自我決策與生活適應之間均呈現高度正相關；而自我決策與自我概念間則有中度正相關。 六、自我概念中的家庭自我、社會自我、學業自我及自我決策中的心理賦權、自我調整、獨立自主等六個變項對生活適應有正向預測效果，其中以心理賦權解釋力最佳。This study aims to investigate the level of self-concept, self-determination and life adjustment of senior high school students with moderate to severe disabilities. Also, it aims to explore the relationship among self-concept, self-determination and life adjustment. Through questionnaire survey method, this study targeted on senior high school students with moderate to severe disabilities in Taipei city, New Taipei city and Taoyuan City in 2019, but excluded students who had intellectual problems. There were totally 206 valid samples collected. The data were analyzed with descriptive statistics, independent-sample t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression.

The results of this study are as follows: 1. The level of self-concept, self-determination and life adjustment of senior high students with moderate to severe disabilities are at middle to upper middle. 2. For males and females, there are significant differences between self-determination and life adjustment. Moreover, females are significantly better than males. 3. When it comes to different disability categories, there are significant differences in self-concept, self-determination and life adjustment for senior high school students. Besides, students with sensory disabilities have significantly scored higher than those who with physical or social/emotional disorders. 4. The self-concept, self-determination and life adjustment of senior high school students with moderate to severe disabilities do not vary in terms of school type, level of disability and the cause of disability. 5. A high level of positive correlation was found between self-concept and life adjustment for senior high school students with moderate to severe disabilities, and the same goes for self-determination and life adjustment. In addition, there is a moderate positive correlation between self-concept and self-determination. 6. The variables of family self-concept, social self-concept, academic self-concept and psychologically empowerment, self-regulation, and autonomy can positively predict life adjustment, with psychological empowerment showing the greatest power for explanation.