臺灣博碩士論文加值系統

本研究在探究國小學習障礙學生的人際關係，並探討影響其人際關係之因素，進一步分析不同背景變項(年級、性別、社會計量地位)的學生對學習障礙同儕接納態度之差異。本研究以「社交測量」及自編「臺北市國小學生對同儕態度問卷」為研究工具，以臺北市94學年度公立國民小學班上有學習障礙同學的學生為研究對象，採隨機抽樣抽出36個班級為有效樣本，所得資料以次數分配、百分比分析及卡方檢定進行統計分析，最後所得研究結果如下：
一、約64%學習障礙學生的社會計量地位屬於被拒絕組。
二、促進學習障礙學生良好人際關係的主要因素有活潑開朗、熱心助人、慷慨大方、合群守法、幽默風趣等因素。
三、導致學習障礙學生人際關係不良的主要因素有功課不好、骯髒、不守規矩、偷懶隨便、性別等因素。
四、認知態度上大多數學生認為學習障礙學生在課業上有困難，但交友方面彼此之間互動尚佳。
五、情意態度上大多數學生願意對學習障礙學生表示包容與關懷。
六、行為傾向態度上大多數學生願意協助學習障礙學生並與之保持良好的互動。
七、不同年級學生對學習障礙同儕的態度有明顯差異。認知態度上，三年級對課業表現、能力等方面的態度較積極；五年級對交友相處方面的態度較積極。情意態度上，三年級傾向於喜悅與關懷的內在成長價值；五年級傾向於尊重與包容的實際互動經驗。行為傾向態度上，三年級傾向於內隱性關懷的行為；五年級傾向於外顯性相處的行為。
八、女生對學習障礙學生的態度比男生更積極正向。女生在課業、交友等方面的認知態度，接納與包容的情意態度，內隱性或外隱性的行為傾向態度都比男生正向積極。
九、不同社會計量地位的學生對學習障礙同儕的態度無明顯差異。
根據本研究統計所得結果及歸納整理的結論，提出建議事項，俾提供教育方面及未來研究之參考。

The mean purpose of this study is to examine the interpersonal relationships of students with learning disabilities, the factors that affect their interpersonal relationships, and the different attitudes of students with different background variables (grade, gender and sociometric status) toward their peers with learning disabilities. This study employed a Sociometric Test and a self-designed Questionnaire on the Attitudes toward Peers of Elementary School Students in Taipei City. The subjects of this study were 36 random samples of elementary school classes with students with learning disabilities of the 2005 academic year in Taipei City. The collected data were analyzed using frequency distribution, percentage analysis, and Chi-square test. Below are the results of this study:
1. About 64% of the students with learning disabilities belong to the rejected sociometric status group.
2. The factors that promote good interpersonal relationships of the students with learning disabilities include animated, enthusiastic, generous, easy-going, obedient and humorous personalities.
3. The factors that lead to poor interpersonal relationships of the students with learning disabilities include poor studies, filthiness, disobedience, laziness and gender.
4. In terms of the cognitive attitudes, the majority of the students think that the students with learning disabilities have difficulties in their studies but fairly good interaction with peers.
5. Regarding the affective attitudes, most of the students are willing to show tolerance and concern for the students with learning disabilities.
6. As for the attitudes toward the behavioral tendencies, the majority of the students are willing to help the students with learning disabilities and keep good interaction with them.
7. There are significant differences in the attitudes of students from different grades toward their peers with learning disabilities. The 3rd grade students have positive cognitive attitudes in studies and abilities, while the 5th grade students have positive cognitive attitudes in peer interaction. In terms of the affective attitudes, the 3rd grade students are inclined to the growth value of joy and concern, while the 5th grade students are inclined to the respectful and tolerant interaction experiences. Regarding the attitudes toward the behavioral tendencies. The 3rd grade students are inclined to the implicit care and concern, while the 5th grade students are inclined to the explicit interaction.
8. Female students have more positive attitudes, including cognitive attitudes in studies and peer interaction, respectful and tolerant affective attitudes, and implicit or explicit attitudes toward the behavior, toward the students with learning disabilities than male students.
9. There is no significant difference in the attitudes of students of different sociometric status toward their peers with learning disabilities.
Based on the above results and conclusions, this study proposes suggestions for the educational authorities, institutions concerned and future studies.

第一章 緒論
第一節 問題背景與研究動機----------------------------------1
第二節 研究目的、待答問題----------------------------------6
第三節 名詞釋義--------------------------------------------7
第四節 研究對象範圍與限制----------------------------------8
第二章 文獻探討
第一節 學習障礙學生的人際關係研究-------------------------10
一、學習障礙障學生的學校人際適應----------------------10
二、學習障礙障學生的家庭人際適應----------------------13
三、影響學習障礙學生人際關係的因素--------------------15
第二節 人際關係的理論基礎---------------------------------22
一、人際關係的意涵------------------------------------22
二、人際關係理論--------------------------------------24
第三節 態度的理論基礎-------------------------------------29
一、態度的定義與成分----------------------------------29
二、態度的形成與改變----------------------------------31
三、態度的測量----------------------------------------35
第四節 同儕接納的重要性及其影響因素-----------------------38
一、同儕對個人的重要性--------------------------------38
二、同儕團體的功能------------------------------------41
三、影響同儕接納的因素--------------------------------44

第五節 對身心障礙者接納態度之相關研究---------------------48
一、性別因素------------------------------------------48
二、年級（年齡）因素----------------------------------51
三、接觸程度因素--------------------------------------54
四、其他因素------------------------------------------56
第三章 研究方法
第一節 研究架構-------------------------------------------58
第二節 研究對象-------------------------------------------60
第三節 研究工具-------------------------------------------61
第四節 研究步驟-------------------------------------------65
第五節 資料處理與分析-------------------------------------70
第四章 研究結果與討論
第一節 基本資料分析---------------------------------------71
一、學習障礙學生基本資料之分析------------------------71
二、普通班學生態度問卷基本資料------------------------72
第二節 學習障礙學生人際關係與同儕態度之探討---------------72
一、學習障礙兒童社會計量地位分布的情形----------------72
二、影響學習障礙學生人際關係因素的探討----------------77
三、國小普通班學生對學習障礙同儕的態度----------------83
四、普通班學生的年級變項對學習障礙同儕態度之比較------88
五、普通班學生的性別變項對學習障礙同儕態度之比較------98
六、不同社會計量地位變項對學習障礙同儕態度之比較-----106

第三節 綜合討論------------------------------------------113
一、社會計量地位之分析-------------------------------113
二、影響學習障礙學生人際關係的因素-------------------113
三、國小普通班學生對學習障礙同儕的態度---------------115
四、普通班學生年級變項對學習障礙同儕態度之差異-------117
五、普通班學生性別變項對學習障礙同儕態度之差異-------118
六、不同社會計量地位之學生對學習障礙同儕態度之差異---118
第五章 結論與建議
第一節 研究結論-----------------------------------------120
第二節 建議---------------------------------------------124
參考文獻
一、中文部分---------------------------------------------129
二、英文部分---------------------------------------------133
附錄
正式問卷-------------------------------------------------141

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