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研究生:林怡汝
研究生(外文):Yi-Ju Lin
論文名稱:輕度自閉症青少年自我概念與多元智能相關研究
論文名稱(外文):A Study on Self-Concept and Multiple Intelligences of Adolescents with mild Autism Spectrum Disorder
指導教授:張正芬張正芬引用關係
指導教授(外文):Cheng-Fen Chang
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:特殊教育學系在職進修碩士班
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:2014
畢業學年度:103
語文別:中文
論文頁數:186
中文關鍵詞:輕度自閉症青少年自我概念多元智能亞斯伯格症
外文關鍵詞:adolescents with mild Autism Spectrum Disorder(ASD)self-conceptmultiple intelligencesAsperger's disorder
相關次數:
  • 被引用被引用:27
  • 點閱點閱:1477
  • 評分評分:
  • 下載下載:347
  • 收藏至我的研究室書目清單書目收藏:4
本研究旨在探討輕度自閉症青少年在自我概念與多元智能的現況、差異性與兩者的關聯預測情形。研究者以119位國中、高中職的輕度自閉症學生為研究對象,使用研究工具為「田納西自我概念量表第二版」及「多元智能量表乙、丙式」,所得資料以統計方法之描述統計、獨立樣本t檢定、單因子變異數分析、Pearson積差相關與逐步多元迴歸分析,進行資料處理與分析討論,主要發現如下:
一、輕度自閉症青少年的自我概念看法由高至低依序為:學業、生理、家庭、倫理道德、心理、社會;多元智能由高至低依序為:自然、空間、數學、存在、語文、內省、音樂、動覺、人際。
二、輕度自閉症青少年對學業自我的看法,會隨年齡增長呈現下滑趨勢;其他層面與整體自我概念則無差異。
三、輕度自閉症青少年對學業自我的看法,高智商組顯著優於中智商組;其他層面與整體自我概念則無差異。
四、輕度自閉症青少年對生理、家庭、社會與整體自我的看法,均為雙親組顯著高於其他組;其他層面則無差異。
五、輕度自閉症青少年對各層面與整體自我的看法,不因家庭社經地位與安置型態的不同而有顯著差異。
六、輕度自閉症青少年的語文與數學智能,會隨年段提升而有降低趨勢;其他智能並無差異。
七、輕度自閉症青少年的語文與音樂智能,均為高智商組顯著優於中智商組;其他智能則無差異。
八、輕度自閉症青少年的音樂智能,接受特教支援服務組顯著優於資源班上課組;其他智能則無差異。
九、輕度自閉症青少年的多元智能,不因家庭社經地位與家庭狀態不同而有顯著差異。
十、輕度自閉症青少年的多元智能與自我概念之間,大多有顯著中度或低度正相關,惟存在智能與自我概念間較無明顯關聯性。此外,內省智能具有顯著預測力,即內省智能越高,越能給予整體自我較正面評價,自我概念表現也越發良好。
The purpose of this study was to discuss the current condition of self-concept and multiple intelligences of adolescents with mild autism spectrum disorder. This study also discussed the differences and the predictive relationships between self-concept and multiple intelligences. Study participants were 119 junior high school and high school students who had mild autism spectrum disorder. The research tools adopted were Tennessee self-concept scale: Second Edition, CMIDAS-B, and CMIDAS-C. The obtained data were calculated using descriptive statistical methods. Independent sample t-test and one-way ANOVA were used. Pearson’s product-moment correlation coefficient and stepwise multiple regression analysis were adopted to process the data and conduct analysis and discussion. The main findings are as follows:
1. The views on self-concepts for adolescents with mild autism spectrum disorder in the descending order are: academics, physiology, family, morality, psychology, and society; their views on multiple intelligences in the descending order are: naturalistic, spatial, logical-mathematical, existential, linguistic, intrapersonal, musical, bodily-kinesthetic, and interpersonal.
2. For adolescents with mild autism spectrum disorder, their views on self-concept in academics showed a downward trend as their age increased; other aspects as discussed in the study and the whole self-concept showed no differences.
3. For adolescents with mild autism spectrum disorder, their views on self-concept in academics are higher in the group with higher intelligence compared with those of mid-ranged intelligence. Other aspects and the whole self-concept showed no differences.
4. For adolescents with mild autism spectrum disorder, their views on physiology, family, society, and whole self-concept are significantly higher in two-parent group compared with other groups. In other aspects as discussed in the study, no differences were found.
5. For adolescents with mild autism spectrum disorder, their self-concept views on different aspects do not differ according to the differences in their family socio-economic status and education placement.
6. For adolescents with mild autism spectrum disorder, their intelligence in linguistic and math showed a downward trend as their grade level increased. Other types of intelligence showed no differences.
7. For adolescents with mild autism spectrum disorder, their intelligence in linguistic and musical showed higher quality in high intelligence group compared with the mid-ranged intelligence group. Other types of intelligences showed no differences.
8. For adolescents with mild autism spectrum disorder, their musical intelligence was significantly higher in the group that received support services compared with the group in the resource class. Other types of intelligences showed no differences.
9. For adolescents with mild autism spectrum disorder, their multiple intelligences do not vary significantly due to differences in family socio-economic status and family styles.
10. For adolescents with mild autism spectrum disorder, the relationship between their multiple intelligences and self-concept mostly showed correlations to a moderate or low positive degree. Existential intelligence and self-concept showed no significant correlations. Intrapersonal intelligence showed significant predictive ability. In other words, the higher the intrapersonal intelligence, the higher the whole self-concept.
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與研究問題 5
第三節 名詞釋義 6
第二章 文獻探討 9
第一節 亞斯伯格症 9
第二節 自我概念 25
第三節 多元智能 64
第三章 研究方法 97
第一節 研究設計 97
第二節 研究對象 100
第三節 研究工具 101
第四節 研究程序 106
第五節 資料處理與分析 108
第四章 研究結果與討論 111
第一節 自我概念的分析 111
第二節 多元智能的分析 118
第三節 自我概念與多元智能間之相關與預測關係 126
第四節 綜合討論 129
第五章 結論與建議 141
第一節 結論 141
第二節 建議 144
參考文獻 147

附錄一:樣本回收學校名單 181
附錄二:家長同意書 182
附錄三:施測程序說明 183
附錄四:基本資料問卷 185


圖次
圖2-2-1 Burns的自我結構圖 26
圖2-2-2 Fuller的自我四部份 34
圖2-2-3 Shavelson等人的多面向多階層自我概念模式 38
圖2-2-4 Damon與Harter兒童青少年自我瞭解的發展模式 39
圖2-2-5 Song與Hattie的自我概念模式 40
圖2-2-6 結離婚率人口統計圖 49
圖2-3-1 Vernon的智能階層理論 68
圖3-1-1 研究架構 97
圖3-4-1 研究流程圖 107


表次
表2-2-1 自我概念定義表 31
表2-2-2 歷年人口婚姻狀況表 49
表2-2-3 教育安置對特殊需求學生自我概念之相關研究 54
表2-2-4 國內外編製或改編之自我概念量表 59
表2-3-1 多元智能與腦部特定區域對照表 74
表2-3-2 多元智能與符號系統對照表 76
表2-3-3 多元智能與特殊才能者的對照表 77
表2-3-4 國小學生多元智能分布情形之相關研究 88
表2-3-5 國中以上學生多元智能分布情形之相關研究 89
表3-1-1 教育程度與職業類別的劃分方式 99
表3-1-2 家庭社經地位換算表 99
表3-2-1 有效樣本之基本資料分布情形統計表 100
表4-1-1 輕度自閉症青少年自我概念之現況分析摘要表 112
表4-1-2 自我概念T分數平均數差異之重複量數變異數分析摘要表 112
表4-1-3 自我概念T分數平均數差異之事後比較摘要表 112
表4-1-4 不同年段下自我概念各層面之t檢定摘要表 113
表4-1-5 不同智力下自我概念各層面之變異數分析摘要表 114
表4-1-6 不同家庭社經地位下自我概念各層面之變異數分析摘要表 115
表4-1-7 不同家庭狀態下自我概念各層面之t檢定摘要表 116
表4-1-8 不同安置型態下自我概念各層面之t檢定摘要表 117
表4-2-1 輕度自閉症青少年多元智能之現況分析摘要表 119
表4-2-2 多元智能T分數平均數之重複量數變異數分析摘要表 119
表4-2-3 多元智能T分數平均數差異之事後比較摘要表 120
表4-2-4 不同年段下多元智能各領域之t檢定摘要表 120
表4-2-5 不同智力下多元智能各領域之變異數分析摘要表 121
表4-2-6 不同家庭社經地位下多元智能各領域之變異數分析摘要表 123
表4-2-7 不同家庭狀態下多元智能各領域之t檢定摘要表 124
表4-2-8 不同安置型態下多元智能各領域之t檢定摘要表 125
表4-3-1 輕度自閉症青少年自我概念與多元智能得分之相關摘要表 127
表4-3-2 多元智能預測變項與自我概念效標變項間相關矩陣摘要表 128
表4-3-3 多元智能分向度預測自我概念之逐步多元迴歸分析摘要表 128
表4-4-1 自我概念在各背景變項間達顯著差異之摘要表 131
表4-4-2 多元智能在各背景變項間達顯著差異之摘要表 136


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