國中資源班身心障礙學生人際衝突因應策略、人際關係與心理健康之關係研究

Abstract

本研究旨在探討國中資源班身心障礙學生不同背景變項之人際衝突因應策略、人際關係與心理健康的現況與之間的關係。研究方法為問卷調查法，以大台北地區之國中資源班身心障礙學生385人為研究對象，使用「國中生人際互動量表」、「中學生人際關係量表」與「正向心理健康量表」作為研究工具，以描述統計、獨立樣本t考驗、單變量變異數分析、多變量變異數分析、皮爾森積差相關、多元迴歸等統計方法進行處理。研究結論如下： 一、國中資源班身心障礙學生中，男女學生在心理健康、人際關係上無顯著差異，唯女生人際關係分量表中因應人際困擾和人際互動的能力優於男生；男生比女生更常使用競爭策略因應人際衝突。 二、不同年級國中資源班身心障礙學生在人際關係、心理健康無顯著差異；九年級學生比起八年級更常使用協調策略因應人際衝突。 三、不同特教鑑定類別國中資源班身心障礙學生在運用人際衝突因應策略上沒有顯著差異；但在心理健康、人際關係有顯著差異。 四、國中資源班身心障礙學生在面臨人際衝突時，愈傾向運用協調策略者，可推測其心理健康與人際關係狀況愈佳；愈傾向運用逃避策略者，可推測其心理健康與人際關係狀況愈差。 五、國中資源班身心障礙學生的人際關係愈佳，其心理健康狀況愈佳。 最後，根據上述研究結果進行討論並提出相關建議，做為實務工作者及未來 研究之參考。The study is to explore the relationship between interpersonal conflict coping strategies, interpersonal relationships and mental health among junior high school students with disabilities in resource class. 385 participants in Taipei metropolitan area were asked to complete self-report measures of “Interpersonal Interaction Scale”, “Interpersonal Relationships Scale for Junior High School Students” and “Positive Mental Health Scale”. The data were analyzed by descriptive statistic, t-test, ANOVA, MANOVA, Pearson`s product moment correlation analysis and multiple regression. The following are the findings of this study: 1. There were no significant differences in interpersonal relationships and mental health regarding with students’ gender. However, girls’ abilities in coping interpersonal distress and human interaction are better than boys. On the other hand, boys use “competitive strategy” more often to cope with interpersonal conflict comparing to girls. 2. Between different students’ grade, there were no significant differences in interpersonal relationships and mental health with students’ grades. However, ninth graders use “coordination strategy” more frequent to cope with interpersonal conflict than eighth graders. 3. There were significant differences in interpersonal relationships and mental health with students’ varied disability classification. 4. Students using “coordination strategy” to cope with interpersonal conflict are outperforming in interpersonal relationships and mental health. However, students who use “competitive strategy” to cope with interpersonal conflict are worse in interpersonal relationships and mental health. 5. In resource class, interpersonal relationships could be a prediction factor for junior high school students with disabilities to evaluate their mental health condition. Finally, based on the results of the study, it could provide recommendations and suggestions for school administrant, teachers and the future researchers in resource class education.