中學階段身心障礙學生家長參與和對子女的教育期望與子女學習表現關係之研究

The Impacts of Parent Engagement and Educational Expectation on Academic Performance of Secondary Students with Disabilities

本研究係運用「特殊教育長期資料庫」97和98學年度的資料，探討國一、國三和高三共計4,316位身心障礙學生的家長在家長參與、對子女的教育期望以及其子女學習表現的現況與關係，同時並探討身心障礙學生的性別、年級、教育安置和障礙類別4個背景變項與此3個變項的關係。
結構方程模式檢視結果指出，家長參與對於身心障礙學生的學習表現產生.22的直接效果，家長教育期望對身心障礙學生的學習表現產生.41的正向直接效果，同時也對其參與子女的學習習產生.28的效果。就解釋量而言，家長參與和教育期望共可解釋身心障礙學生26.84%的學習表現，其中4.84%解釋量來自於家長參與，22%來自於家長的教育期望。
身心障礙學生的性別、年級、教育安置和障礙類別對於家長參與和教育期望都有某種程度的影響。子女是男性者，家長在「陪做功課」和「能夠結婚」上明顯較高；子女就讀的年級愈高，家長在「陪做功課」和「外出活動」的參與度較低，但是對於能「能夠結婚」和「找到工作」的期望是較高的；安置在普通班或資源班者，家長較多「親子聊天」，較少參與「外出活動」，但是各項教育期望都較高；子女是多重障礙者，家長較少「親子聊天」且教育期望較低。在學習表現方面，子女是女性、就讀年級較高、安置在普通班以及身體障礙(無認知障礙)的身心障礙學生其表現較佳。
本研究並依研究結果在實務和未來研究方面提出有關之建議事項。

This study aimed to explore the impacts of parent engagement and educational expectations on their disabled children’s academic performance by using the data collected from Special Needs Education Longitudinal Study (SNELS) by 2008 to 2009. A total of 4,316 parents of 7th, 9th and 12th graders with disabilities participated in this study. A structural equation model was employed to examine the relationships among the parent engagement, parental expectation and children’ academic performance.
The results indicated that the parent engagement has .22 direct effects on their handicapped child’s academic performance; parental expectation has .41effects on child’s achievement outcome and .28 effects on parental engagement. Both parent engagement and parental expectation can explain 26.84% variance of child’s academic performance, in which 4.84% variance come from parent involvement and 22% variance from parental expectation.
Students’ background factors including gender, grade, educational placement, and disability categories have impacts on the parent engagement, parental expectation and academic performance. When students with disabilities are male and higher graders as well as receiving service in general classroom or resource room, their parents are more likely to participate in their learning and have higher expectation for them in finding a job, and having a marital life. Parents having children with severe disabilities participate less in their parent-child communications, and have lower educational expectations.
The suggestions for educational practices and future studies are also provided.