臺灣博碩士論文加值系統

本研究旨在瞭解特殊需求幼兒之家長的自我決策概念、能力以及實際的作法，以及家長概念與能力對實際作法的影響，並分析不同背景變項的特殊需求幼兒家長，在前述情形下是否有差異。
本研究採問卷調查法，以吳佩芳等人(2013)編製的「學齡前幼兒家長自我決策與實行量表」作為研究工具蒐集相關資料，並以比例分層抽樣方式抽取舊臺中市區8個行政區(中區、東區、南區、西區、北區、北屯區、西屯區、南屯區)的特殊需求幼兒家長為研究對象，合計回收之有效樣本為227份。所得資料以次數分配、平均數、標準差、皮爾森積差相關係數、單因子變異數分析及獨立樣本T檢定等方式進行統計分析，得到研究結果如下:
一、特殊需求幼兒家長的自我決策概念屬中上程度範圍。
二、特殊需求幼兒家長的自我決策能力屬中上程度範圍。
三、特殊需求幼兒家長的自我決策實際作法屬中上程度範圍。
四、特殊需求幼兒家長之自我決策概念、能力與實際作法之間有中度相關性。
五、特殊需求幼兒家長的自我決策概念，不因與幼兒的關係、家庭結構、子女數、主要使用
語言、語言使用情形、宗教信仰、教養風格等及其子女的性別、年紀、家庭排行、發展
情形、障礙類別、障礙程度不同而有所差異。
六、不同學歷、家庭每月平均收入及是否聽過有關自我決策資訊的特殊需求幼兒家長，其自
我決策概念會有所差異。其中學歷為碩士及以上者高於高中/高職及國中及以下；平均月
收入為兩萬元至四萬元者高於四萬元至六萬元，有聽過自我決策資訊者高於沒有聽過的
家長。
七、特殊需求幼兒家長的自我決策能力不因與幼兒的關係、家庭結構、子女數、家庭每月平
均收入、主要使用語言、語言使用情形、宗教信仰、教養風格、是否聽過有關自我決策
的資訊等及其子女的性別、年紀、家庭排行、發展情形、障礙類別、障礙程度不同而有
所差異。
八、不同學歷的特殊需求幼兒家長的自我決策能力會有所差異。學歷為碩士及以上者高於高
中/高職及國中及以下的家長。
九、特殊需求幼兒家長的自我決策的實際作法不因與幼兒的關係、學歷背景、家庭結構、子
女數、家庭每月平均收入、主要使用語言、語言使用情形、宗教信仰、教養風格、是否
聽過有關自我決策的資訊等及其子女的性別、年紀、家庭排行、發展情形、障礙程度不
同而有所差異。
十、不同教養風格以及不同子女障礙類別的特殊需求幼兒家長促進其子女自我決策的實際作
法會有所差異。其中開明權威型者高於專制權威型；子女為聽覺障礙者高於子女為多重
障礙的家長。
研究者並針對研究結果與結論，對家長、相關教育單位及未來研究方向提出相關建議。

The aim of this research is to investigate the concept, ability and practice of self-determination of parents who have preschool children with special needs, and parents’ concept, ability to influence the practice, and analyze the different backgrounds of parents
whether there are differences in the aforementioned case.
This research used questionnaires, to use Pei-fang, Wu et al (2013) “Scale of Self-determination and Execution of Parents with Preschool Children” as a research tool to collect relevant information. Parents of preschool children with special needs recruited from 8 regions of Taichung city (Central District, East District, South District, West District, Norst District, Beitun District, Situn District, Nantun District).Subjects of this study were 227 parents of preschool children with special needs in Taichung city. Data were analyzed using frequency, mean, standard deviation, pearson product-moment correlation, one way analysis of variance, and independence-samples T test .The major findings were as follows:
1. Parents’ concept of self-determination of preschool children with special needs scored at above average on the scale.
2. Parents’ ability of self-determination of preschool children with special needs scored at above average on the scale.
3. Parents’ practice of self-determination of preschool children with special needs scored at above average on the scale.
4. Between concept, ability and practice had a moderate correlation.
5. There were no significant differences in the relationship with the child, familial structure, number of children, major language used at home, secondary language used at home, religion, parenting styles, sex of children, age of children, ranking, current development, disability category, disability level for parents’ concept of self-determination of preschool children with special needs.
6. There were significant differences in the level of education, average monthly household income and familiarity of self-determination for parents’ concept of self-determination of preschool children with special needs. Parents who are master's degree and above is higher than the high school / vocational and junior high and below; average monthly income for 20,000 to 40,000 NT dollars is higher than 40,000 to 60,000 NT dollars；those who have heard of self-determination information are higher than not heard. 7. There were no significant differences in the relationship with the child, familial structure, number of children, major language used at home, secondary language used at home, religion, parenting styles, familiarity of self-determination, sex of children, age of children, ranking, current
development, disability category, disability level for parents’ ability of self-determination of preschool children with special needs.
8. There were significant differences in the level of education for parents’ ability of self-determination of preschool children with special needs. Parents who are master's degree and above is higher than the high school / vocational and junior high and below.
9. There were no significant differences in the relationship with the child, level of education, familial structure, number of children, major language used at home, secondary language used at home, religion, familiarity of self-determination, sex of children, age of children, ranking, current development, disability level for parents’ practice of self-determination of preschool children with special needs.
10. There were significant differences in the parenting styles and disability category of children for parents’ practice of self-determination of preschool children with special needs. Parents who are rational but autocratic is higher than autocartic and demanding； parents whose child was hearing impaired is higher than child was multiple disability.
According to the findings and conclusions, some suggestions were offered for parents, relevant educational institutes, and for future study.

目次
目
次 .................................................................................. vii
表次 ................................................................................. x
圖次 .................................................................................. xv
第一章 緒論 ............................................................................ 1
第一節 研究背景與動機 ................................................................... 1
第二節 研究目的 .........................................................................6
第三節 研究問題 .........................................................................6
第四節 名詞釋義 ......................................................................... 8
第二章 文獻探討 .........................................................................10
第一節 自我決策的意涵 ................................................................... 10
第二節 學前幼兒自我決策之相關研究 ..........................................................28
第三節 家長促進其子女自我決策發展之相關研究 .................................................40
第三章 研究方法 ........................................................................ 51
第一節 研究設計 .........................................................................51
第二節 研究對象 .........................................................................53
第三節 研究工具 .........................................................................62
第四節 研究程序 .........................................................................64
第五節 資料處理與分析 ....................................................................................65
第六節 研究倫理 .........................................................................66
第七節 研究限制 .........................................................................67
第四章 結果與討論 ...................................................................... 69
第一節 特殊需求幼兒家長對自我決策概念瞭解的情形 ............................................ 69
第二節 特殊需求幼兒家長對自身自我決策能力認知的情形 .................................... 71
第三節 特殊需求幼兒家長對自我決策實際作法與實行的情形 ................................ 73
第四節 特殊需求幼兒家長自我決策概念及能力與實際作法的相關情形 ................ 75
第五節 不同背景變項對自我決策的概念、能力與實際作法各分層面差異之情形與探討........................................................... 77
第六節 綜合討論 ..................................................137
第四章 結論與建議 ...............................................148
第一節 研究結論 .................................................148
第二節 建議 ....................................................150
參考文獻 .......................................................155
附錄 ..........................................................169
【附錄一】「學齡前幼兒家長自我決策與實行量表」 ............................................ 169
【附錄二】研究同意書 ................................................................... 177

表次
表2-1 學前幼兒自我決策發展之特質與行為 .................................................... 30
表3-1臺中市區特殊需求幼兒分布之行政區暨人數一覽表 ........................................... 55
表3-2 樣本分配及問卷回收情形 ...............................................................................56
表3-3 有效樣本之基本資料分析一覽表 ............................................................................. 60
表4-1 家長對自我決策的概念各題項得分情形一覽表 ......................................... 70
表4-2 家長自身執行自我決策的能力各題項得分情形一覽表 .................................... 71
表4-3 家長支持幼兒發展自我決策的作法各題項得分情形一覽表 ................................. 74
表4-4 「家長對自我決策的概念」與「家長自身執行自我決策的能力」之相關分析 . 75
表4-5 「家長對自我決策的概念」與「家長支持幼兒發展自我決策的作法」之相關分析 .............................................................................. 76
表4-6 「家長自身執行自我決策的能力」與「家長支持幼兒發展自我決策的作法」之相
關分析 ............................................................................77
表4-7 不同關係之特殊需求幼兒家長在「家長對自我決策的概念」、「家長自身執行自
我決策的能力」與「家長支持幼兒發展自我決策的作法」的變異數分析摘要表
..................................................................................79
表4-8 不同學歷之特殊需求幼兒家長在「家長對自我決策的概念」、「家長自身執行
自我決策的能力」與「家長支持幼兒發展自我決策的作法」的變異數分析摘要
表 ................................................................................81
表4-9 不同學歷之特殊需求幼兒家長在「家長對自我決策的概念」各題項的變異數分
析摘要表 .......................................................................... 82
表4-10 不同學歷之特殊需求幼兒家長在「家長自身執行自我決策的能力」各題項的變
異數分析摘要表 ......................................................................85
表4-11 不同家庭結構之特殊需求幼兒家長在「家長對自我決策的概念」、「家長自身
執行自我決策的能力」與「家長支持幼兒發展自我決策的作法」的變異數分析
摘要表 ............................................................................ 90
表4-12 不同子女數之特殊需求幼兒家長在「家長對自我決策的概念」、「家長自身執
行自我決策的能力」與「家長支持幼兒發展自我決策的作法」的變異數分析摘
要表 ............................................................................. 92
表4-13 不同家庭每月平均收入之特殊需求幼兒家長在「家長對自我決策的概念」、「家
長自身執行自我決策的能力」與「家長支持幼兒發展自我決策的作法」的變異
數分析摘要表 .................................................................... 94
表4-14 不同家庭每月平均收入之特殊需求幼兒家長在「家長對自我決策的概念」各題
項的變異數分析摘要表 ............................................................... 96
表4-15 不同家中主要使用語言之特殊需求幼兒家長在「家長對自我決策的概念」、「家
長自身執行自我決策的能力」與「家長支持幼兒發展自我決策的作法」的獨立
樣本t檢定之摘要表...................................................................100
表4-16 特殊需求幼兒家長主要及次要語言使用分佈一覽表 ................................... 101
表4-17 不同家中語言使用情形之特殊需求幼兒家長在「家長對自我決策的概念」、「家
長自身執行自我決策的能力」與「家長支持幼兒發展自我決策的作法」的獨立
樣本t檢定之摘要表................................................................... 103
表4-18 不同宗教信仰之特殊需求幼兒家長在「家長對自我決策的概念」、「家長自身
執行自我決策的能力」與「家長支持幼兒發展自我決策的作法」的變異數分析
摘要表 ............................................................................ 104
表4-19 不同教養風格之特殊需求幼兒家長在「家長對自我決策的概念」、「家長自身
執行自我決策的能力」與「家長支持幼兒發展自我決策的作法」的變異數分析
摘要表 .............................................................................106
表4-20 不同教養風格之特殊需求幼兒家長在「家長支持幼兒發展自我決策的作法」各
題項的變異數分析摘要表 ............................................................... 108
表4-21 是否聽過有關自我決策資訊之特殊需求幼兒家長在「家長對自我決策的概念」、
「家長自身執行自我決策的能力」與「家長支持幼兒發展自我決策的作法」的獨
立樣本t檢定之摘要表.................................................................. 113
表4-22 是否聽過有關自我決策資訊之特殊需求幼兒家長在「家長對自我決策的概念」
各題項的獨立樣本t檢定分析摘要表........................................................ 114
表4-23 不同子女性別之特殊需求幼兒家長在「家長對自我決策的概念」、「家長自身
執行自我決策的能力」與「家長支持幼兒發展自我決策的作法」的獨立樣本t檢
定之摘要表 ..........................................................................116
表4-24 不同子女年紀之特殊需求幼兒家長在「家長對自我決策的概念」、「家長自身
執行自我決策的能力」與「家長支持幼兒發展自我決策的作法」的變異數分析
摘要表 .............................................................................. 118
表4-25 不同子女排行之特殊需求幼兒家長在「家長對自我決策的概念」、「家長自身
執行自我決策的能力」與「家長支持幼兒發展自我決策的作法」的變異數分析
摘要表 ...............................................................................120
表4-26 不同子女發展情形之特殊需求幼兒家長在「家長對自我決策的概念」、「家長
自身執行自我決策的能力」與「家長支持幼兒發展自我決策的作法」的獨立樣
本t檢定之摘要表........................................................................ 122
表4-27 不同子女障礙類別之特殊需求幼兒家長在「家長對自我決策的概念」、「家長
自身執行自我決策的能力」與「家長支持幼兒發展自我決策的作法」的變異數
分析摘要表 ...........................................................................124
表4-28 不同子女障礙類別之特殊需求幼兒家長在「家長支持幼兒發展自我決策的作
法」各題項的變異數分析摘要表 ..............................................................126
表4-29 不同子女障礙程度之特殊需求幼兒家長在「家長對自我決策的概念」、「家長
自身執行自我決策的能力」與「家長支持幼兒發展自我決策的作法」的變異數
分析摘要表 ..............................................................................136
表4-30 家長背景變項顯著差異一覽表 ............................................................................. 140
表4-31 幼兒背景變項顯著差異一覽表 ............................................................................. 145

圖次
圖3-1 研究架構圖 ...................................................................52

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