臺灣博碩士論文加值系統

中文摘要
本研究的主要目的在（1）探討不同背景變項（口吃嚴重度、口吃家族史、接受治療與否）口吃兒童在溝通態度、溝通焦慮與學校適應上的差異；並比較不同背景變項（年級、家庭社經地位）口吃兒童與一般兒童在前述三個依變項上的差異；（2）探討教師評定口吃兒童之溝通焦慮與口吃兒童自評之溝通焦慮是否有高相關情形，（3）探討口吃兒童的口吃嚴重度、溝通態度與溝通焦慮之相關情形及前述三變項對學校適應的預測情形。本研究之工具包括：兒童基本資料調查表、兒童溝通態度量表、兒童溝通焦慮量表、教師評定兒童溝通焦慮量表及兒童學校適應量表。研究者先以「修訂中文兒童口吃嚴重度評估工具」篩選出高高屏地區34位國小口吃兒童，並選取與口吃兒童相配對的34位一般兒童為對照組，將資料進行獨立樣本t檢定、單因子變異數分析、二因子變異數分析、Pearson積差相關和多元迴歸分析等統計分析。本研究結果如下：
口吃兒童不論有無口吃家族史或接受治療與否在溝通態度、溝通焦慮與學校適應上並無顯著差異；只有口吃嚴重度會影響口吃兒童的溝通態度與溝通焦慮，但不影響其學校適應，重度口吃兒童的溝通態度和溝通焦慮為最差。而不同年級或不同家庭社經地位的口吃兒童與一般兒童在溝通態度、溝通焦慮與學校適應上也無顯著差異，只有口吃與否會影響前述三變項，口吃兒童在這三個依變項上較非口吃兒童為差。教師評定口吃兒童之溝通焦慮與口吃兒童自評之溝通焦慮有顯著低相關。口吃兒童之口吃嚴重度與溝通態度、口吃嚴重度與溝通焦慮和溝通態度與溝通焦慮之間皆為顯著正相關，尤其以溝通態度與溝通焦慮的相關為最高；而同時以口吃兒童之口吃嚴重度、溝通態度及溝通焦慮三者可有效預測其學校適應的情形，預測力約為40﹪，但若單以口吃嚴重度或溝通態度或溝通焦慮則無法預測學校適應的情形，其中以溝通焦慮的影響較大。
最後說明本研究之限制，並提出相關建議，以供教師、語言治療師、家長及未來研究之參考。

ABSTRACT
The main purposes of this study were to investigate: (1) whether the differences existed in the communication attitude, the communication anxiety and the school adjustment among stuttering children according to their various background variables (stuttering severity, stuttering familial history, and receiving therapy or not), and whether the differences occurred in these three variables between stuttering and nonstuttering children according to their background variables (grade, family social economic status); (2) whether a high correlation existed between the teacher-rated and the stuttering-children-reported communication anxieties; (3) whether the stuttering severity, the communication attitude, and the communication anxiety of the stuttering children related to each other, and whether the three variables were predictors to stuttering children’s school adjustment. There were 34 stuttering children and 34 children without stuttering in the elementary schools recruited as the experimental and the control group, respectively. The data were analyzed by t-test, one-way ANOVA, two-way ANOVA, Pearson product-moment correlation and multiple regression analysis.
The results show that no matter what background variables (stuttering familial history and receiving therapy or not) they are, no significant differences in the communication attitude, the communication anxiety, and the school adjustment among stuttering children, whereas differences appear in communication attitude and anxiety because of the various stuttering severity levels. The severe stuttering children perform most poorly. The different background variables (grade and family social economic status), however, can’t discriminate stuttering and nonstuttering children in communication attitude, communication anxiety, and school adjustment. Additionally, the communication anxieties rated by the teachers are lowly related to those of the stuttering children reported. The stuttering severity, communication attitude, and communication anxiety are significantly related to each other. The correlation between communication attitude and communication anxiety is the highest. The three variables can simultaneously predict stuttering children’s school adjustment significantly, but any of them can’t do it alone. Finally, the limitation of this study and the suggestions for worthwhile future research were discussed.

目 錄
第一章 緒論
第一節 研究動機…………………………………………………1
第二節 研究目的…………………………………………………4
第三節 研究問題與假設…………………………………………5
第四節 名詞界定…………………………………………………9
第二章 文獻探討
第一節 口吃的意涵………………………………………………14
第二節 溝通態度之理論基礎與相關研究………………………25
第三節 溝通焦慮之理論基礎與相關研究………………………33
第四節 學校適應之理論基礎與相關研究………………………43
第五節 溝通態度、溝通焦慮與學校適應之相關研究…………47
第三章 研究方法
第一節 研究設計…………………………………………………50
第二節 研究程序…………………………………………………52
第三節 研究對象…………………………………………………54
第四節 研究工具…………………………………………………57
第五節 資料處理與分析…………………………………………66
第四章 研究結果
第一節 不同背景變項口吃兒童在溝通態度上的差異…………69
第二節 不同背景變項口吃兒童與一般兒童在溝通態度上的
差異………………………………………………………72
第三節 不同背景變項口吃兒童在溝通焦慮上的差異…………75
第四節 不同背景變項的口吃兒童與一般兒童在溝通焦慮上
的差異……………………………………………………78
第五節 不同背景變項的口吃兒童在學校適應上的差異………81
第六節 不同背景變項的口吃兒童與一般兒童在學校適應上
的差異……………………………………………………83
第七節 教師評定口吃兒童溝通焦慮與口吃兒童自評溝通焦
慮的相關情形……………………………………………86
第八節 口吃兒童之口吃嚴重度、溝通態度與溝通焦慮的相
關情形及前述三變項對學校適應的預測情形…………87
第五章 討論與建議
第一節 討論………………………………………………………93
第二節 研究限制…………………………………………………103
第三節 建議………………………………………………………104
參考文獻 ……………………………………………………………112

圖 次
圖3-1-1 研究架構圖（一）……………………………………………50
圖3-1-2 研究架構圖（二）……………………………………………51
圖3-2-1 研究流程圖…………………………………………………54
圖4-8-1 徑路係數圖…………………………………………………88


表 次
表1-4-1 家庭社經地位等級計算表…………………………………12
表2-1-1 國內外學者之口吃定義比較表……………………………17
表3-3-1 預試樣本人數分布摘要表…………………………………55
表3-3-2 重測樣本人數分布摘要表…………………………………55
表3-3-3 不同背景變項的正式研究對象之人數分配表……………56
表4-1-1 口吃兒童溝通態度之平均數與標準差摘要表……………70
表4-1-2 不同口吃嚴重度口吃兒童溝通態度之單因子變異數分
析摘要表……………………………………………………70
表4-1-3 有/無口吃家族史口吃兒童溝通態度之t檢定摘要表… 71
表4-1-4 接受治療與否口吃兒童溝通態度之t檢定摘要表………71
表4-2-1 不同年級口吃兒童與一般兒童溝通態度之平均數與標
準差摘要表…………………………………………………73

表4-2-2 不同年級口吃兒童與一般兒童溝通態度之二因子變異
數分析摘要表………………………………………………73

表4-2-3 不同家庭社經地位口吃兒童與一般兒童溝通態度之平
均數與標準差摘要表………………………………………74
表4-2-4 不同家庭社經地位口吃兒童與一般兒童溝通態度之二
因子變異數分析摘要表……………………………………74
表4-3-1 口吃兒童溝通焦慮之平均數與標準差摘要表……………76

表4-3-2 不同口吃嚴重度口吃兒童溝通焦慮之單因子變異數分
析摘要表……………………………………………………76
表4-3-3 有/無家族史口吃兒童溝通焦慮之t檢定摘要表……… 77
表4-3-4 接受治療與否的口吃兒童溝通焦慮之t檢定摘要表……77
表4-4-1 不同年級口吃兒童與一般兒童溝通焦慮之平均數與標
準差摘要表…………………………………………………78
表4-4-2 不同年級的口吃兒童與一般兒童溝通焦慮之二因子變
異數分析摘要表……………………………………………79
表4-4-3 不同家庭社經地位口吃兒童與一般兒童溝通焦慮之平
均數與標準差摘要表………………………………………80
表4-4-4 不同家庭社經地位口吃兒童與一般兒童溝通焦慮之二
因子變異數分析摘要表……………………………………80
表4-5-1 口吃兒童學校適應之平均數與標準差摘要表……………81
表4-5-2 不同口吃嚴重度口吃兒童學校適應之單因子變異數分
析摘要表……………………………………………………82
表4-5-3 有/無口吃家族史口吃兒童學校適應之t檢定摘要表… 82
表4-5-4 接受治療與否口吃兒童學校適應之t檢定摘要表………82
表4-6-1 不同年級口吃兒童與一般兒童學校適應之平均數與標
準差摘要表…………………………………………………84
表4-6-2 不同年級口吃兒童與一般兒童學校適應之二因子變異
數分析摘要表………………………………………………84
表4-6-3 不同家庭社經地位口吃兒童與一般兒童學校適應之平
均數與準差摘要表…………………………………………85

表4-6-4 不同家庭社經地位口吃兒童與一般兒童學校適應之二
因子變異數分析摘要表……………………………………85
表4-7-1 教師評定口吃兒童溝通焦慮與口吃兒童自評溝通焦慮
之相關表……………………………………………………87
表4-8-1 口吃兒童口吃嚴重度、溝通態度、溝通焦慮與學校適
應之相關矩陣………………………………………………87
表4-8-2 口吃嚴重度、溝通態度及溝通焦慮對學校適應的變異數
分析表………………………………………………………89
表4-8-3 口吃嚴重度、溝通態度及溝通焦慮對學校適應的多元
迴歸分析摘要表……………………………………………89

附 錄 目 次

附錄一 口吃兒童調查表…………………………………………126
附錄二 教師說明函………………………………………………128
附錄三 家長同意書………………………………………………129
附錄四 兒童基本資料調查表(一)(二)…………………………130
附錄五 兒童溝通態度量表………………………………………133
附錄六 兒童溝通焦慮量表………………………………………135
附錄七 教師評定兒童溝通焦慮量表……………………………137
附錄八 兒童學校適應量表………………………………………139

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