學習障礙大學生自我決策能力與學習投入之關係研究──以科技大學為例

The Relationship Between Self-Determination and Student Engagement of Individuals with Learning Disabilities in Universities of Science and Technology

本研究意圖探討學習障礙大學生在自我決策能力與學習投入之間的關係。採用「大專校院身心障礙學生自我決策量表」與「大學生學習投入量表」進行調查研究，並以就讀於臺北市、新北市與桃園市科技大學之學習障礙學生為研究對象，共收回151份有效量表。研究者透過描述性統計、差異分析、相關分析與迴歸分析依序進行探究。研究結果摘要如下：（1）學習障礙大學生本身自我決策能力與學習投入的評價偏高；（2）自我決策能力與學習投入具有性別差異，女學生得分普遍高於男學生，僅在學習投入的評量具統計上顯著差異；（3）自我決策能力隨著年級提升而增加，學習投入則具顯著年級差異；（4）自我決策能力與學習投入呈現統計上顯著正相關；（5）自我決策能力高之學習障礙大學生，可預測其學習投入程度越高。經由研究結果，本研究可作為未來評估學習障礙學生能力及資源介入方式參考。

The purpose of this study was to investigate the relationship between self-determination (SD) and student engagement (SE) of college students with learning disabilities (LD). We used the“Self-Determination Scale for College Students--Revised”and the“Learning Engagement Scale for College Students”to collect data from eleven science and technology universities in Taipei City, New Taipei City, and Taoyuan City. A total of 151 valid scales were received. The data were analyzed through descriptive statistics, difference analysis, correlation analysis, and regression analysis. Research results were summarized as follows: (1) College students with LD self-evaluated as having high SD and SE; (2) There were gender differences in SD and SE. Female students generally scored higher than male students, and the difference was statistically significant only in the SE assessment tool; (3) SD increased with grade level, and SE had significant differences across grade levels; (4) There was a statistically significant positive correlation between SD and SE; (5) College students with LD who had high SD can be predicted to have had higher levels of SE. Based on the research findings, this study provides a reference for future assessment of the abilities and resource intervention methods for students with LD.