國中資源班學生的親子互動關係、自我概念及人際關係適應之研究：以學習障礙及輕度智能障礙為例

Abstract

本研究旨在探討國中「學習障礙與輕度智能學生」的親子互動關係、自我概念與人際關係適應之現況，及不同背景變項之差異情形，並進一步探討國中「學習障礙與輕度智能障礙學生」其親子互動關係、自我概念與人際關係適應之關聯，及探討國中「學習障礙與輕度智能障礙學生」的親子互動關係、自我概念對其人際關係適應之預測力，與自我概念的中介效果。本研究共抽取臺北市、基隆市二十九所就讀公立國中資源班的「學習障礙與輕度智能障礙學生」，有效樣本共計208人。本研究以問卷調查法進行資料蒐集，使用之工具包括「個人基本資料」、「家庭關係量表」、「自我概念量表」、「人際關係量表」。所得資料以各項描述統計、t考驗、單因子變異數分析、Pearson積差相關、多元逐步迴歸分析、階層迴歸分析等統計方法，進行分析處理，研究結果如下： 一、國中「學習障礙與輕度智能障礙學生」其親子互動關係、自我概念和人際關係適應在性別、年級及父母職業的背景變項上無顯著差異。 二、國中「學習障礙與輕度智能障礙學生」其親子互動關係、自我概念和人際關係適應有顯著正相關。 三、國中「學習障礙與輕度智能障礙學生」其親子互動關係、自我概念能有效預測人際關係適應。 四、以自我概念為中介變項，國中「學習障礙與輕度智能障礙學生」的親子互動關係可預測其人際關係適應之情形。 最後依據研究結果在教學輔導方面，提出營造正向接納的環境、師長主動關心孩子、提供家長親職教育技巧、提升學生的自我概念三項建議；對未來研究提出擴大研究對象之範圍、增加研究變項及運用不同的研究方法三項建議以作為國中「學習障礙與輕度智能障礙學生」的輔導工作及未來研究之參考。

This study is to investigate the relationships between their parent-child relationship, self-concept and interpersonal relationships about junior resource room students with learning disabilities and mild mental retardation. Subjects are 208 students with learning disabilities and mild mental retardation in Taipei City and Keelung City in Taiwan. This study applies the personal information, Family Relationship Scale, Self Concept Scale, Interpersonal Relationship Scale to obtain the necessary data. The collection of the data is interpreted with the use of the descriptive statistics, t test, one-way ANOVA, Pearson correlation, multiple regression, and hierarchical regression. Below are the findings: 1.There is no significant difference about students with learning disabilities and with mild mental retardation of their parent-child relationship, self-concept and interpersonal relationship. 2.There were three significant canonical correlation between parent-child relationship, self-concept and interpersonal relationship about junior high school students with learning disabilities and with mild mental retardation. 3.The students with learning disabilities and those with mild mental retardation of their parent-child relationship, self-concept can predict the interpersonal relationship. 4.The self-concept as intervening variables, students with learning disabilities and with mild mental retardation of their parent-child relationship can predict the interpersonal relationship. Finally, the researcher, based on the findings of the study, provided further discussion and practical suggestions for guidance in junior high school students with learning disabilities and mild mental retardation.