學習障礙學生自我概念與學校適應之縱貫研究
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2017-11-??
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國立台灣師範大學特殊教育學系
National Taiwan Normal University Department of Special Education
National Taiwan Normal University Department of Special Education
Abstract
學習障礙學生的自我概念和學校適應間的關係一直受到關注，臺灣相關研究多指出兩者呈現正向相關，但僅從單一時間點進行研究，缺乏發展性的觀點，透過縱貫研究才能了解自我概念隨時間變化的情形。本研究旨在探討學習障礙學生在自我概念與學校適應上的發展變化及彼此之間的關係，同時也在探討性別和安置類型對自我概念的影響情形，以特殊教育長期追蹤資料庫中97 到100 學年度三波段中填寫兩次以上學生問卷的309 位國中到高中職之學習障礙學生為對象，以縱貫研究中的貫時性研究設計為研究方法，並透過結構方程模式進行潛在成長模式以及交互延宕模式的分析工作，結果發現，學習障礙學生的一般性自我概念並未隨著時間而有顯著變化，但呈現先降後升的發展趨勢，學校適應則是逐年顯著成長，雖然同一年自我概念與學校適應間有顯著的中度正相關，但兩者在隨時間發展的關係上沒有顯著關聯，且兩者亦未存有持續交互影響的關係；在性別變項方面，男、女生的自我概念發展無顯著差異，在安置類型上，四種不同安置型態中，學生的自我概念也沒有顯著差異。
Purpose: Students with a healthy self-concept typically think of themselves as valuable and competent, are motivated to perform well academically, try hard to overcomechallenges, have harmonious relationships with family and friends, and exhibit relatively few behavioral problems. Considering the major influence of self-concept on learning and behavioral outcomes, it is important to understand how students’ self-concept develops. Some studies have shown that self-concept declines with age, whereas others have reported that it does not. Still other studies have stated that self-concept changes during transition period. Considerable research has focused on the relationship between self-concept and school adjustment in students with learning disabilities; however, relatively little has focused on the development of self-concept in these students. Methods: This study investigated the development of the general self-concept and school adjustment as well as the impact of sex and placement on self-concept. The study data were collected from the Special Needs Education Longitudinal Study database. Of all students with learning disabilities, 309 who had completed ≥ 2 questionnaires during 4 academic years (2008–2009 to 2011–2012) were studied. Structural equation modeling with latent growth curve models and a cross-lagged panel model were used to analyze the three waves of data. Items were chosen based on the definitions of self-concept and school adjustment provided in the literature. Each research tool included appropriate items that could be found repeatedly in all three ranges. Items that could only be found in two ranges were excluded. Accordingly, there were 14 items regarding self-concept and 7 items regarding school adjustment. Results/Findings: Self-concept did not vary significantly among the students over time; however, significant differences were found among students with learning disabilities at the beginning of the study period. The initial slope and rate of c
Purpose: Students with a healthy self-concept typically think of themselves as valuable and competent, are motivated to perform well academically, try hard to overcomechallenges, have harmonious relationships with family and friends, and exhibit relatively few behavioral problems. Considering the major influence of self-concept on learning and behavioral outcomes, it is important to understand how students’ self-concept develops. Some studies have shown that self-concept declines with age, whereas others have reported that it does not. Still other studies have stated that self-concept changes during transition period. Considerable research has focused on the relationship between self-concept and school adjustment in students with learning disabilities; however, relatively little has focused on the development of self-concept in these students. Methods: This study investigated the development of the general self-concept and school adjustment as well as the impact of sex and placement on self-concept. The study data were collected from the Special Needs Education Longitudinal Study database. Of all students with learning disabilities, 309 who had completed ≥ 2 questionnaires during 4 academic years (2008–2009 to 2011–2012) were studied. Structural equation modeling with latent growth curve models and a cross-lagged panel model were used to analyze the three waves of data. Items were chosen based on the definitions of self-concept and school adjustment provided in the literature. Each research tool included appropriate items that could be found repeatedly in all three ranges. Items that could only be found in two ranges were excluded. Accordingly, there were 14 items regarding self-concept and 7 items regarding school adjustment. Results/Findings: Self-concept did not vary significantly among the students over time; however, significant differences were found among students with learning disabilities at the beginning of the study period. The initial slope and rate of c