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研究生:劉亭儀
研究生(外文):Ting-Yi Liu
論文名稱:國中教師對注意力缺陷過動症之知識、態度及行為趨向之研究
論文名稱(外文):A Study of Junior High School Teachers’ Knowledge,Attitude and Behavior toward ADHD
指導教授:王維康王維康引用關係
指導教授(外文):Wei-Kang Wang
學位類別:碩士
校院名稱:元智大學
系所名稱:管理研究所
學門:商業及管理學門
學類:企業管理學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
語文別:中文
論文頁數:68
中文關鍵詞:國中教師注意力缺陷過動症知識態度行為
外文關鍵詞:junior high school teachersADHDknowledgeattitudebehavior
相關次數:
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  • 下載下載:5
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注意力缺陷過動症(ADHD)是學齡兒童最常見的精神疾病之ㄧ,有些個案會持續至青少年時期與成人期。本研究目的在探討國中教師對ADHD知識、態度與行為趨向之關係與現況,並探討教師人口變項對此知識、態度與行為趨向的影響。
本研究以桃園縣立國中教師為研究對象,以立意取樣方式,選擇28所縣立國中,共400位教師,進行問卷調查。實際回收有效問卷356份,回收率為89%。研究結果如下:
國中教師對ADHD的知識程度偏低(答對率為68.06%)。國中教師對ADHD的態度和行為皆趨於正向,但對提供ADHD學童學校教育能力之自我評估為不夠。以t-test 、one-way ANOVA與LSD事後比較統計分析人口變項之影響。特教教師背景與師資養成教育曾上過ADHD課程者在知識、態度、行為趨向上得分均較高。在職教育所上的ADHD課程對態度無差異,工作中與ADHD學生的接觸經驗對行為無差異。
迴歸分析顯示知識對態度、知識對行為趨向、態度對行為趨向的影響皆為正向,皆有顯著的預測作用。皮爾森積差相關分析顯示知識、態度、行為趨向與能力自我評估彼此之間都顯著呈現正相關。
總結來說,為了能在融合教育環境中有效協助ADHD學生,國中教師在專業發展上仍需要更多的訓練與知識。
Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common psychiatric disorders of childhood, and some cases persist into adolescence and adulthood. The purpose of this study was to investigate junior high school teachers’ knowledge, attitude and behavior toward ADHD, and to understand the links among them.
Structured questionnaires were sent to 400 teachers from 28 public schools in Taoyuan County. The 356 valid ones were retrieved. The useable response rate was 89%.
The result indicated that teachers demonstrated limited overall knowledge regarding ADHD(68.06%), and had low self – efficacy; however, they had positive attitudes and behaviors. These valid data were treated by t-test, the one-way ANOVA, and a posteriori comparisons of LSD method to explore the relationships between teachers’ scores on the three scales and various background characteristics. Teachers with special educational background and ADHD pre-service training significantly had higher scores on knowledge, attitude, and behavior scales than those without the background and training. There was no significant difference between teachers with in-service training and those without it for the attitude scale. No significant differences were found with regard to ADHD teaching experience for the behavior scale.
The result of regression analyses revealed that knowledge was positively related to attitude and behavior. Attitude was positively related to behavior. The result of Pearson correlations showed that knowledge, attitude, behavior, and the self - efficacy were significantly correlated.
Conclusively, junior high school teachers need more training and knowledge in the professional development in order to effectively help children with ADHD under the educational inclusion settings.
目錄
書名頁------------------------------------------------ i

論文口試委員審定書------------------------------------ ii

中文摘要---------------------------------------------- iii

英文摘要---------------------------------------------- iv

誌謝-------------------------------------------------- v
目錄-------------------------------------------------- vi

表目錄----------------------------------------------- viii

圖目錄------------------------------------------------ ix
一、緒論---------------------------------------------- 1
1.1、研究背景與動機-------------------------- 1
1.2、研究目的-------------------------------- 3
1.3、研究步驟與流程-------------------------- 4
1.4、名詞詮釋-------------------------------- 6
二、文獻探討------------------------------------------ 8
2.1、注意力缺陷過動症------------------------ 8
2.2、教師對注意力缺陷過動症學生在學校教育中的角色9
2.3、知識、態度與行為關聯性之理論------------ 10
2.4、教師對注意力缺陷過動症學生相關知識、態度與行 為之研究------ 11
三、研究方法------------------------------------------ 17
3.1、研究架構與假說-------------------------- 17
3.2、研究對象-------------------------------- 18
3.3、研究工具-------------------------------- 19
3.4、資料分析-------------------------------- 21
四、研究結果分析-------------------------------------- 25
4.1、樣本資料之類別分析---------------------- 25
4.2、知識、態度與行為趨向之現況及差異分析---- 26
4.3、知識、態度與行為趨向之間的分析---------- 46
4.4、能力自我評估與知識、態度、行為趨向之相關分析------------------- 47
五、結論與建議-----------------------------------------49
5.1、結論------------------------------------ 49
5.2、建議------------------------------------ 51
5.3、研究範圍與限制-------------------------- 52
參考文獻
一、中文文獻--------------------------------- 53
二、英文文獻--------------------------------- 54



附錄
附錄一:預試問卷----------------------------- 60
附錄二:正式問卷----------------------------- 65
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