大專校院學習障礙學生自我概念與學校適應之研究

A Study of Self-concept and School Adjustment of College Students with Learning Disabilities

臺灣近年多數的研究發現，國小至高中職階段的學習障礙學生其自我概念與學校適應呈現正相關，且自我概念對學校適應有預測力。然而，對於進入大專校院後的學習障礙學生，其自我概念與學校適應的發展，以及彼此之間的關係，目前並未有太多研究。因此，本研究擬探討大專校院學習障礙學生自我概念與學校適應的現況以及之間的關係。本研究採問卷調查法，使用「田納西自我概念量表（成人版）」以及「大一新生學校生活適應量表」作為研究工具，以臺灣地區大專校院學習障礙學生為研究對象，運用分層群集抽樣法，得有效樣本240份。結果發現：一、學習障礙大學生之心理自我概念發展呈現正向自我認同；二、學習障礙大學生整體學校適應現況具正向表現，其中以同儕關係最佳；三、不同性別與年級之學習障礙大學生在自我概念與學校適應的表現沒有差異；四、學習障礙大學生自我概念與學校適應具正相關。文末，本文提出未來輔導建議，建議大專資源教室可針對學習障礙學生個別的學習特質與需求，整合運課業輔導資源，提供適性服務，找出其學習優勢能力，以期減輕課業學習挫折增進學習適應；並透過增強學習障礙大學生之心理自我支持，協助了解對自我學習限制認知，進而促進其對自我在學業／工作的自信心。

 

Most studies in Taiwan found that the self-concept of students with learning disabilities (LD) is positively correlated with their school adjustment, and able to predict their school adjustment from elementary school to high school. However, there is not much research which focusing on the development of self-concept, school adjustment of students of LD in the college stage, and their relationship between each other. Therefore, this study intends to explore the current status of the self-concept and school adjustment, as well as the relationship between them for colleges students with LD. The study adopted questionnaire survey and used Tennessee self-concept scale and school adaptation for college freshmen scale as the instrument. Students with LD in colleges and universities in Taiwan were recruited via the stratified cluster sampling method, and 240 valid questionnaires were obtained. The results have found that the psychological self-concept development of students with LD showed positive self-identity. College students with LD have a positive performance in overall school adjustments, among which peer relationships was the best. There was no difference in self-concept and school adjustment performance of students with LD in their gender and school grader. The self-concept of college students with LD is positively related to their school adjustment. Finally, the authors suggested that special education resource center counselors should provide appropriate academic support services based on the individual learning characteristics and needs of students with LD to alleviate the helplessness and frustration of academic learning for students with LD. In addition, helping students with LD recognizing their learning limitations, to enhance their self-confidence in their studies/or work.