以結構方程模式驗證高職階段中度智能障礙學生自我概念與自我擁護之關係

Using Structural Equation Modeling to Validate The Relationships Between Self Concept and Self Advocacy for Vocational High School Students with Moderate Intellectual Disabilities

本研究根據理論與相關研究提出高職階段中度智能障礙學生自我概念與自我擁護模式，該模式假設個體之自我概念與自我擁護具有相關性。因此，研究者以自編問卷針對臺灣地區347位的高職階段中度智能障礙學生進行調查，並以結構方程模式評鑑蒐集的資料是否適配本研究所提出之理論模式。結果發現研究者所建構之高職階段中度智能障礙學生自我概念與自我擁護模式得到驗證與支持，自我概念與自我擁護是二階因素概念，自我概念與自我擁護的相關為.81，顯示高職階段中度智能障礙學生的自我概念與自我擁護具有相關性。最後，根據研究結果提出各項建議，以供高職階段中度智能障礙學生、家長、教師與輔導工作者實務上及未來研究參考。

Based on relevant theories and earlier studies, this study proposed a 'self concept and self advocacy model' of vocational high school students with moderate intellectual disabilities. This model assumed that individual's self concept and self advocacy were correlated. Self-designed questionnaires were used to survey vocational high school students with moderate intellectual disabilities in Taiwan. The sample set was analyzed by structure equation modeling in order to evaluate the fit between the collected data and proposed theoretical model. The confirmatory factor analysis (CFA) supported a two-order factor model for self concept and self advocacy. A relationship between self concept and self advocacy was .81. Implications of the results were discussed and suggestions were made regarding vocational high school students with moderate intellectual disabilities, parents, teachers, vocational high school counselors, and future research.