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研究生:張媛媛
研究生(外文):Chang, Yuan-Yuan
論文名稱:注意力缺陷過動症兒童情緒相關調節與努力控制及社會技能之研究
論文名稱(外文):A Study of Emotion-Related Regulation, Effortful Control, and Social Skills for Children with Attention-Deficit Hyperactivity Disorder
指導教授:林宏熾林宏熾引用關係
指導教授(外文):Lin, Hung Chi
學位類別:博士
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系所
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2010
畢業學年度:98
語文別:中文
論文頁數:304
中文關鍵詞:ADHD兒童情緒相關調節努力控制社會技能執行功能
外文關鍵詞:children with ADHDemotion-related regulationeffortful controlsocial skillsexecutive function(EF)
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本研究旨在探討國小ADHD兒童其情緒相關調節、努力控制與社會技能之現況和在不同背景變項上的差異情形,並運用結構模式(LISREL)的統計原理來驗證其適配情形,並建構適用於台灣ADHD兒童執行功能與社會技能之模式。本研究以台灣地區任教國小ADHD兒童普通班導師為對象,有效樣本316名,問卷回收比率88%。研究工具為「國小ADHD兒童其情緒相關調節、努力控制與社會技能問卷」,其中情緒相關調節包括情境線索與情緒線索等二個層面(共17題);努力控制分成努力注意、努力記憶與努力行動等三個層面(共28題);社會技能分成人際關係、學業表現與溝通技巧等三個層面(共25題)。得到的結論如下:
一、ADHD兒童之情緒相關調節整體為接近「差」的程度、ADHD兒童之努力控制以不專注表現最為嚴重,整體為接近「差」的程度、ADHD兒童之社會技能以學業表現最為嚴重,整體為接近「差」的程度。
二、不同背景變項的教師,其在「性別」有顯著差異(p < .05)、「年資」有顯著差異(p < .05)、「特教專業背景」有顯著差異(p < .05)和「任教地區」有顯著差異(p < .01)。而在「不同學歷」和「不同學校規模」等無顯著差異。
三、不同背景變項的ADHD兒童,其在「身分鑑定來源」有顯著差異(p < .05)、「性別」有顯著差異(p < .05)、「年段」有顯著差異(p < .01)、「共病」有顯著差異(p < .001)和「用藥」有顯著差異(p < .05)。
四、本研究所提出的「國小ADHD兒童其情緒相關調節與努力控制及社會技能結構模式」適用於台灣ADHD兒童執行功能與社會技能之模式。

根據本研究的發現和結論,提出若干建議,作為教育應用與未來研究的建議。


The purposes of this study were to examine the current situations and the differences of responses by elementary school teachers on the related variables of emotion-related regulation, effortful control, and social skills for children with attention-deficit hyperactivity disorder (ADHD), and to apply the Linear Structural Relations (LISREL) structure equation models analysis to test the fitness of a built model of variables of the executive function (EF) predicting variables of the social skills for ADHD students in Taiwan. The subjects (N=316) were general education teachers of the children with ADHD at regular classrooms in the elementary schools.
The instrument of this study was “Emotion-Related Regulation, Effortful Control, and Social Skills Rating Scale for Children with ADHD-Teachers Version” which consisted of three scales. The first scale of “Emotion-Related Regulation Scale” included “context clues” and “emotion clues” dimensions with 17 questions. The second one is the “Effortful Control Scale” included “effortful control inattention”, “effortful control memory”, and “effortful control action” dimensions with 28 questions. The last scale is “Social Skills Scale” included “international relationships”, “academic performance” and “communication skills” dimensions with 25 questions. The findings of this research were as followings.
1. The rating of performance for the ADHD students on Emotion-Related Regulation Scale was “fair” and close to “not good”; the rating of performance of the ADHD students on “Effortful Control Scale was “fair” and close to “not good”; the rating performance of the ADHD students on “Social Skills Scale was also “fair” and close to “not good”.
2. In terms of variances of the demographic variables of the teacher rater on the rating of performance of the scale for the ADHD students, there were significant differences (p <.05) on variables of “sex”, “teaching years”, “professional backgrounds of special education ”and “teaching regions”(p <.01) . However, there were no statistically differences on the variables of “educational background” and the “school size”.
3. In terms of variances of the demographic variables of the ADHD students on rating performance by teachers of the scale, there were significant differences (p <.05) on the variables of “identification of resources”, “sex”, and “medicine-taking“, as well as the variable of “age ” (p <.01).
4. The hypothesized model of “emotion-related regulation, effortful control, and social skills for children with ADHD” was well-fitted for children with ADHD in Taiwan.
According to the findings, the conclusions and suggestion were given related to the policy and practice of elementary education and for future research.

中文摘要 …………………………………………………………… Ⅰ
英文摘要 …………………………………………………………… III
目 次 …………………………………………………………… V
表 次 ………………………………………………………… VIII
圖 次 …………………………………………………………… XII
第一章 緒論 ……………………………………………………… 1
第一節 研究背景 ………………………………………………… 1
第二節 研究緣起與動機 ………………………………………… 5
第三節 研究目的與研究問題 …………………………………… 13
第四節 名詞釋義 ………………………………………………… 18
第二章 文獻探討 ………………………………………………… 23
第一節 情緒相關調節理論與相關研究 ………………………… 23
第二節 努力控制理論與相關研究 ……………………………… 44
第三節 社會技能理論與相關研究 ……………………………… 56
第四節 情緒相關調節、努力控制與社會技能 ………………… 66
第五節 注意力缺陷過動症兒童及相關研究 …………………… 73
第三章 研究方法 ………………………………………………… 89
第一節 研究架構與設計 ………………………………………… 89
第二節 研究對象 ………………………………………………… 93
第三節 研究工具 ………………………………………………… 99
第四節 資料處理與分析 ………………………………………… 107
第四章 結果與討論 ……………………………………………… 109
第一節 ADHD兒童其情緒相關調節、努力控制與社會技能之現況分析 …………………………………………………… 109
第二節 不同背景變項之教師於情緒相關調節、努力控制與社會技能之差異分析 ………………………………………… 123
第三節 不同背景變項之ADHD兒童於情緒相關調節、努力控制與社會技能之差異分析 ……………………………… 158
第四節 ADHD兒童情緒相關調節、努力控制與社會技能之關係 ………………………………………………………… 191
第五節 ADHD兒童情緒相關調節、努力控制與社會技能結構模式適配度之驗證 ………………………………………… 198
第五章 結論、建議與研究限制 ………………………………… 217
第一節 結論 ……………………………………………………… 217
第二節 建議 ……………………………………………………… 229
第三節 研究限制 ………………………………………………… 238
參考文獻 …………………………………………………………… 239
中文部分 …………………………………………………………… 239
英文部分 …………………………………………………………… 249
附 錄 …………………………………………………………… 270
附錄一 量表授權同意書 ………………………………………… 270
附錄二 初始問卷 ………………………………………………… 271
附錄三 專家內容效度修正摘要表 ……………………………… 275
附錄四 正式問卷 ………………………………………………… 283
附錄五 題項概念來源表 ………………………………………… 288
附錄六 請託函…………………………………………………… 291
附錄七 項目分析表 ……………………………………………… 292
附錄八 因素結構矩陣 …………………………………………… 297
附錄九 本研究修正模式之程式語法 …………………………… 300
附錄十 本研究修正模式之整體模式適配度考驗指數 ………… 301
附錄十一 觀察變項因素負荷量摘要表 …………………………… 303
附錄十二 各觀察變項之誤差變異數摘要表 ……………………… 304

表 次
表2-2-1 ADHD相關執行功能測驗工具表 …………………………… 52
表2-3-1 ADHD相關社會情緒與行為量表 …………………………… 62
表2-5-1 DSM-IV診斷標準表 ………………………………………… 74
表2-5-2 ICD-10 過動診斷標準表 …………………………………… 75
表2-5-3 診斷手冊DSM-IV和ICD-10之ADHD行為特徵比較表 ……………………………………………………………… 77
表2-5-4 1980年代迄今ADHD相關損傷理論與模式發展表 ……… 80
表3-2-1 97學年度國小階段情緒行為障礙學生數統計表 …………… 94
表3-2-2 預式施測樣本人數……………………………………………… 95
表3-2-3 正式施測樣本人數……………………………………………… 95
表3-2-4 評量者基本資料次數分配表…………………………………… 97
表3-2-5 受試者基本資料次數分配表 ………………………………… 98
表3-3-1 問卷審查之學者與職場專家名單……………………………… 99
表3-3-2 「情緒相關調節量表」因素相關矩陣………………………… 103
表3-3-3 「努力控制量表」因素相關矩陣……………………………… 105
表3-3-4 「社會技能量表」因素相關矩陣……………………………… 106
表4-1-1 ADHD兒童情緒相關調節量表子題得分及序位 …………… 111
表4-1-2 ADHD兒童情緒相關調節整體得分之平均數與標準差 …… 112
表4-1-3 ADHD兒童情緒相關調節量表各層面得分之平均數與標準差 ……………………………………………………………… 112
表4-1-4 ADHD兒童努力控制量表子題得分及序位 ………………… 114
表4-1-5 ADHD兒童努力控制整體得分之平均數與標準差 ………… 115
表4-1-6 ADHD兒童努力控制量表各層面得分之平均數與標準差 ………………………………………………………………
116
表4-1-7 ADHD兒童社會技能量表子題得分及序位………………… 118
表4-1-8 ADHD兒童社會技能整體得分之平均數與標準差 ………… 117
表4-1-9 ADHD兒童社會技能量表各層面得分之平均數與標準差 … 119
表4-2-1 不同性別教師在情緒相關調節各向度差異比較摘要表……… 124
表4-2-2 不同性別教師在努力控制各向度差異比較摘要表…………… 125
表4-2-3 不同性別教師在社會技能各向度差異比較摘要表…………… 127
表4-2-4 不同學歷教師在情緒相關調節各向度差異比較摘要表……… 128
表4-2-5 不同學歷教師在努力控制各向度差異比較摘要表…………… 129
表4-2-6 不同學歷教師在社會技能各向度差異比較摘要表…………… 130
表4-2-7 不同年資教師在情緒相關調節各向度差異比較摘要表……… 132
表4-2-8 不同年資教師在努力控制各向度差異比較摘要表………………………………………………………………… 133
表4-2-9 不同年資教師在社會技能各向度差異比較摘要表…………… 135
表 4-2-10 不同特教相關背景教師在情緒相關調節各向度差異比較摘要表………………………………………………………………… 137
表 4-2-11 不同特教相關背景教師在努力控制各向度差異比較摘要表………………………………………………………………… 138
表 4-2-12 不同特教相關背景教師在社會技能各向度差異比較摘要表………………………………………………………………… 140
表4-2-13 不同學校規模教師在情緒相關調節各向度差異比較摘要表…………………………………………………………………
142
表4-2-14 不同學校規模的國小普通班教師在努力控制各向度差異比較摘要表…………………………………………………………… 143
表4-2-15 不同學校規模的國小普通班教師在社會技能各向度差異比較摘要表…………………………………………………………… 144
表 4-2-16 不同特教相關背景教師在情緒相關調節各向度差異比較摘要表………………………………………………………………… 146
表 4-2-17 不同任教地區教師在努力控制各向度差異比較摘要表………………………………………………………………… 148
表 4-2-18 不同任教地區教師在社會技能各向度差異比較摘要表………………………………………………………………… 150
表 4-3-1 不同身分鑑定ADHD兒童情緒相關調節各向度差異比較摘要表……………………………………………………………… 159
表 4-3-2 不同身分鑑定來源ADHD兒童在努力控制各向度差異比較摘要表…………………………………………………………… 161
表 4-3-3 不同身分鑑定來源ADHD兒童社會技能各向度差異比較摘要表……………………………………………………………… 163
表4-3-4 不同性別的國小普通班教師在情緒相關調節各向度差異比較摘要表…………………………………………………………… 165
表4-3-5 不同性別ADHD兒童在努力控制各向度差異比較摘要表 … 166
表4-3-6 不同性別ADHD兒童在社會技能各向度差異比較摘要表 … 167
表4-3-7 不同年段ADHD兒童情緒相關調節各向度差異比較摘要表 169
表4-3-8 不同年段組ADHD兒童在努力控制各向度差異比較摘要表 171
表4-3-9 不同年段ADHD兒童社會技能各向度差異比較摘要表 … 173
表4-3-10 共病與否ADHD兒童情緒相關調節各向度差異比較摘要表………………………………………………………………… 174
表 4-3-11 共病與否ADHD兒童在努力控制各向度差異比較摘要表 ……………………………………………………………… 176
表 4-3-12 共病與否ADHD兒童在社會技能各向度差異比較摘要表 ……………………………………………………………… 177
表 4-3-13 用藥與否ADHD兒童情緒相關調節各向度差異比較摘要表………………………………………………………………… 179
表 4-3-14 用藥與否ADHD兒童在努力控制各向度差異比較摘要表………………………………………………………………… 180
表 4-3-15 用藥與否ADHD兒童在社會技能各向度差異比較摘要表 ……………………………………………………………… 182
表4-4-1 ADHD兒童之情緒相關調節、努力控制與社會技能之相關………………………………………………………………… 191
表4-4-2 ADHD兒童之情緒相關調節與努力控制之相關 …………… 192
表4-4-3 ADHD兒童之情緒相關調節與社會技能之相關 …………… 193
表4-4-4 ADHD兒童之努力控制與社會技能之相關 ………………… 194
表4-5-1 ADHD兒童情緒相關調節、努力控制與社會技能觀察變項間之相關矩陣……………………………………………………… 199
表4-5-2 本研究模式各項適配度考驗指數摘要表……………………… 201
表4-5-3 本研究修正模式之觀察變項的個別項目信度表……………… 203
表4-5-4 本研究修正模式之潛在變項的個別項目信度表 …………… 204
表4-5-5 本研究修正模式之潛在變項建構信度表 …………………… 205
表4-5-6 潛在變項路徑係數摘要表 …………………………………… 206
表4-5-7 修正模式潛在變項效果值 …………………………………… 208
表4-5-8 模式適配度評鑑項目與評鑑結果摘要表 …………………… 209
圖 次
圖1-3-1 本研究假設示意圖 ………………………………………… 17
圖2-1-1 情緒調節的動態系統圖 …………………………………… 32
圖2-1-2 調節機制、情緒結果與相關神經部位的自動化調節 …… 37
圖2-1-3 Brown之注意力缺陷過動症執行功能向度圖……………… 41
圖2-4-1 回應情境的適應與不適應反應之發展路徑假設圖 ……… 72
圖2-5-1 系統化多層級分析圖 ……………………………………… 84
圖3-1-1 注意缺陷過動症兒童個人背景變項與構念間關係圖 …… 90
圖4-5-1 建構信度之公式 …………………………………………… 204
圖4-5-2 「國小ADHD兒童情緒相關調節、努力控制和社會技能結構模式 ……………………………………………………… 207
圖4-5-3 台灣ADHD兒童情緒發展軌跡示意圖 …………………… 210
圖4-5-4 台灣ADHD兒童努力控制軌跡示意圖 …………………… 211
圖4-5-5 台灣ADHD兒童社會技能軌跡示意圖 …………………… 212


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