Self-Concept and Life Adjustment of Junior High School Level Students with Physical Disabilities and Cerebral Palsy in Taipei City
This study was intended to understand self-concept and life adjustment of junior high school students with physical disabilities in Taipei City. The students with physical disabilities and cerebral palsy in this study were defined as those who were physically challenged and those with Cerebral Palsy (CP) arranged in general classes, both of whom did not suffer from cognitive impairment or need assistance from resource classes directly or indirectly. The demographic and background information of the physically disabled students in junior high schools in Taipei City were examined and the conditions relevant to self-concept and life adjustment were further analyzed. The suggestions were provided for practitioners and subsequent researchers in accordance with the research results. The questionnaire survey was adopted in this study. The general survey proceeds with the research instruments “Scale of self-concept of youth” and “Scale of life-adjustment of high school students.” A total of 88 questionnaires were sent out, and 71 valid questionnaires were returned. The response rate was 80%. The summary was obtained as follows by analyzing the obtained quantitative data with descriptive statistics, t-test, and one-way analysis of variance: (1) The level of self-concept of the physically disabled and cerebral palsy students in junior high schools in Taipei City was medium, but lower than the performance of the general students, in a descending order: “school-self,” “ability-self,” “physical-self,” “family-self,” “study-self” and “emotion-self.” (2) The level of life adjustment of the physically disabled and cerebral palsy students in junior high schools in Taipei City was higher than the average, and even higher than the performance of the general students, in a descending order: “family adjustment,” “social adjustment,” “self-competency,” “self-direction,” “work adjustment,” “self-awareness,” “study adjustment,” and “interpersonal relations.” (3) Self-concept of the physically disabled and cerebral palsy students in junior high schools in Taipei City was obviously different due to different “gender,” “family structure,” and “mothers’ parenting styles.” (4) Life adjustment of the physically disabled and cerebral palsy students in junior high schools in Taipei City was obviously different due to different “gender” and “family structure.” (5) Self-concept and life adjustment of the physically disabled and cerebral palsy students in junior high schools in Taipei City were positively correlated.
|關鍵詞||國中階段、肢體障礙、腦性麻痺、自我概念、生活適應、junior high school、physically disability、cerebral palsy、self-concept、life adjustment|