臺灣博碩士論文加值系統

本研究旨在瞭解國中階段智能障礙學生自我決策能力之現況，並探討影響國中智能障礙學生自我決策能力之相關因素。研究者以就讀於桃園縣內國民中學特殊教育班及特殊教育學校之智能障礙學生為研究對象，採立意取樣方式，抽取一百名國中智能障礙學生作為研究樣本，以自編之「國中階段學生自我決策量表」為研究工具進行問卷調查，問卷內容分為「自我瞭解」、「心理賦權」、「自我調整」及「獨立自主」等四個分向度。本研究將所蒐集之資料以平均數、標準差、皮爾遜積差相關分析、單因子變異數分析及共變數分析等統計方法進行分析。本研究主要的研究發現包括：(1)國中智能障礙學生之自我決策能力整體而言普遍相當缺乏，且顯著較普通班學生之表現低落；(2)不同學生背景變項之研究結果顯示，以智能障礙程度為輕度、住家裡及主要照顧者教養態度為非權威式者，其自我決策能力較佳。在分向度能力之差異分析中，亦以障礙程度為輕度、住家裡及主要照顧者教養態度為非權威式者，其「自我瞭解」及「獨立自主」能力顯著較其他組別為佳；「心理賦權」能力則以國小安置於自足式特教班、父母為中/高社經地位、住家裡及主要照顧者教養態度為非權威式者之表現較佳；而「自我調整」能力則以女性、障礙程度為輕度、生長於大家庭、住家裡及主要照顧者教養態度為非權威式者之表現顯著較佳；(3)教師背景變項（包括：教育程度、特教專業背景、任教班級型態等）則均未影響研究對象自我決策能力之表現。最後，研究者針對上述研究結果加以討論，並依據研究結果對教育行政機關、國中階段特殊教師、家長及未來研究方向提出建議。

Purpose of this study was to investigate the level of self-determination competency of students with intellectual disabilities in junior high school and to examine factors that might influence the development of students’ self-determination. Subjects of this study were 100 students with intellectual disabilities recruited from eight public junior high schools located in Taoyua county, Taiwan. All students were required to complete a self-determination scale developed to examine students’ self-determination competency in four areas including self-realization, psychological empowerment, self-regulation, and autonomy. Data collected were analyzed using means, standard deviations, Pearson correlations, analyses of variance (ANOVAs), as well as analyses of covariance (ANCOVAs). Findings of this study indicated : (1) compared to students without disabilities, students with intellectual disabilities demonstrated lower level of self-determination competency; (2) with respect to overall self-determination abilities, students who were diagnosed with mild intellectual disabilities, who lived with parents, or whose primary care providers were unauthoritative demonstrated better competency; with respect to sub-category abilities, the above three groups of students showed better abilities in the area of self-realization and autonomy; students who received special education in self-contained class at elementary school, whose family social status was ranked as above average, who lived with parents, and whose primary care providers were unauthoritative showed better competency of psychological empowerment; students who were female, who were diagnosed with mild intellectual disabilities, who lived in extended family, who lived with parents, and whose primary care providers were unauthoritative showed better competency of self-regulation; and (3) teacher backgrounds including level of education, special education training received, and types of classes they are teaching did not impact students’ self-determination performance. Based on the results of this study, suggestions were further provided for policy makers, special education teachers, parents, as well as prospective researchers who intend to conduct similar research.

摘要 …………………………………………………………………………… Ⅰ
中文摘要 …………………………………………………………………… Ⅰ
英文摘要 …………………………………………………………………… Ⅱ
目錄 …………………………………………………………………………… Ⅳ
目次 ………………………………………………………………………… Ⅳ
表次 ………………………………………………………………………… Ⅵ
圖次 ………………………………………………………………………… Ⅷ
第一章 緒論 …………………………………………………………………… 1
第一節 研究背景與動機 …………………………………………………… 1
第二節 研究目的與待答問題 ……………………………………………… 9
第三節 名詞解釋 ……………………………………………………………11
第二章 文獻探討 ………………………………………………………………13
第一節 自我決策的涵義 ……………………………………………………13
第二節 身心障礙者自我決策能力與實施現況 ……………………………25
第三節 影響身心障礙者自我決策能力的相關因素 ………………………38
第三章 研究方法 ………………………………………………………………51
第一節 研究架構 ……………………………………………………………51
第二節 研究對象 ……………………………………………………………53
第三節 研究工具 ……………………………………………………………58
第四節 研究程序 ……………………………………………………………68
第五節 資料處理與分析 ……………………………………………………71
第四章 研究結果 ………………………………………………………………73
第一節 國中階段智能障礙學生自我決策之能力現況 ……………………73
第二節 不同背景變項對於自我決策能力之影響情形 ……………………78
第三節 家長與教師對智能障礙學生自我決策之支持情形 ………………86
第四節 家長及教師支持程度與學生自我決策能力之相關情形 …………89
第五章 討論與建議 ……………………………………………………………91
第一節 討論 …………………………………………………………………91
第二節 研究限制與建議……………………………………………………102
參考文獻 ………………………………………………………………………108
附錄 ……………………………………………………………………………126
附錄一 預試和正式問卷智能障礙學生抽樣表……………………………126
附錄二 參與建構專家效度學者名單………………………………………128
附錄三 專家學者對問卷初稿之修改建議…………………………………129
附錄四 預試問卷……………………………………………………………135
附錄五 正式問卷……………………………………………………………149



表次
表1 自我決策的定義………………………………………………………………………14
表2 預試樣本回收情形表…………………………………………………………………53
表3 正式樣本回收情形表…………………………………………………………………54
表4 有效問卷基本資料統計表……………………………………………………………56
表5 「國中智能障礙學生自我決策量表-學生版」正、反向題與各向度對照表 ……60
表6 兩因素社會地位指數分組表…………………………………………………………61
表7 「國中智能障礙學生自我決策量表-家長版、教師版」題項與各向度對照表 …63
表8 「國中智能障礙學生自我決策支持量表-家長版、教師版」題項與各向度對照
表 ……………………………………………………………………………………65
表9 各分量表之Cronbach α 係數及折半信度…………………………………………66
表10 研究時程表 …………………………………………………………………………70
表11 國中智能障礙學生在「國中智能障礙學生自我決策量表-學生版」得分情形…73
表12 國中智能障礙學生在「國中智能障礙學生自我決策能力與支持量表-家長版（
能力評估部分）」之得分情形………………………………………………………74
表13 國中智能障礙學生在「國中智能障礙學生自我決策能力與支持量表-教師版（
能力評估部分）」之得分情形………………………………………………………75
表14 國中智能障礙學生在不同版本之「國中智能障礙學生自我決策量表」中單題
平均得分情形 ………………………………………………………………………76
表15 智能障礙學生與普通班學生在「國中智能障礙學生自我決策量表-學生版」之
得分情形 ……………………………………………………………………………77
表16 不同個人背景變項之組別在「國中智能障礙學生自我決策量表-學生版」得分
情形…………………………………………………………………………………80
表17 不同家庭背景變項之組別在「國中智能障礙學生自我決策量表-學生版」得分
情形…………………………………………………………………………………83
表18 不同教師背景變項之組別在「國中智能障礙學生自我決策量表-學生版」得分
情形…………………………………………………………………………………85
表19 家長在「國中智能障礙學生自我決策能力與支持量表-家長版（支持部分）」之
得分情形………………………………………………………………………………86
表20 教師在「國中智能障礙學生自我決策能力與支持量表-教師版（支持部分）」之
得分情形………………………………………………………………………………87
表21 家長及教師在各自版本的「國中智能障礙學生自我決策能力與支持量表（支持
部分）」中單題平均得分情形………………………………………………………88
表22 家長支持程度與國中智能障礙學生自我決策能力之相關分析結果………………89
表23 教師支持程度與國中智能障礙學生自我決策能力之相關分析結果………………90


圖次
圖1 自我決策的特質及其組成要素 ………………………………………………………18
圖2 研究架構圖 ……………………………………………………………………………52

一、中文部分
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二、 西文部分
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