簡易檢索 / 詳目顯示

研究生: 曾尚民
論文名稱: 大台北地區高職特教班學生學校生活品質之研究
The Study of The Quality of School Life for Senior-High-School Students with Mental Retardation
指導教授: 林幸台
Lin, Hsin-Tai
學位類別: 碩士
Master
系所名稱: 特殊教育學系
Department of Special Education
論文出版年: 2004
畢業學年度: 92
語文別: 中文
論文頁數: 139
中文關鍵詞: 高職特教班台北學校生活品質
論文種類: 學術論文
相關次數: 點閱:317下載:5
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 本研究主要目的在探討台北縣市高職特教班智能障礙學生學校生活品質之現況,以及不同個人背景變項(性別、障礙程度、國中階段之教育安置型態、年級)、不同家庭背景變項(家庭社經地位、障礙家人、家長參與)及不同學校背景變項(成班歷史、導師背景、公私立、台北縣市)的高職特教班智能障礙學生學校生活品質的差異情形,並探討這些變項對高職特教班學生在學校生活品質量表上的得分有多少預測力。
    研究者利用調查研究法,以自編之「學校生活品質量表」為研究工具,調查九十一學年度就讀於台北縣市之高職特教班智能障礙學生(計271人)的學校生活品質,所得資料以平均數、單因子多變項變異數分析及多元逐步迴歸之統計方法加以處理分析。
    本研究的主要發現如下:
    一、高職特教班智能障礙學生所知覺的整體學校生活品質是積極正向的。
    二、性別、障礙程度、國中階段之教育安置型態、家庭社經地位、其他障礙家人、台北縣市、導師背景,在高職特教班智能障礙學生所知覺的學校生活品質上沒有顯著差異。
    三、年級、成班歷史、公私立,在高職特教班智能障礙學生所知覺的學校生活品質上有顯著差異。
    四、家長參與程度較佳的高職特教班智能障礙學生,其學校生活品質較佳。
    五、所有變項預測高職特教班智能障礙學生的學校生活品質及其各分量表的預測變異量由.08到.13。
    根據研究結果,本研究提出高職特教班學生輔導及未來研究之建議。

    The purpose of this study was three-fold: (1)to investigate the present situation of the quality of school life for senior-high-school students with mental retardation ;(2)to investigate the differences in their quality of school life in three respects of the following variables:the personal background (sex, disability level, placement in junior high school, grade),the family background(socioeconomic status, other mental-retarded family, parent involvement),and the school background(the year of establishment, conductor background, public or private school, Taipei City or Taipei County); (3)to investigate how much variances could predict the quality of school life for the students.
    There are 271 senior-high-school students with mental retardations were investigated with self-designed surveys.The data was analyzed with the means,one-way MNOVAs, product- moment correlation, and stepwise regression.
    The main findings of this study were as follows:
    (1)The quality of school life of the mental- retarded students was positive.
    (2)There was no significant difference between quality of school life and sex, disability level, placement in junior high school, socioeconomic status, other mental-retarded family, conductor background, as well as Taipei City or Taipei County.
    (3) There were significant differences between quality of school life and grade, the year of establishment, as well as public or private school.
    (4) The quality of school life was related to parent involvement.
    (5)The variances to predict the quality of school life and its sub-scales were from .08 to .13.
    Based upon the findings, the implications for practice and research were discussed.

    目錄 第一章 緒論 第一節 問題背景與研究動機……………… 1 第二節 研究目的與研究問題……………… 9 第三節 名詞釋義……………………………. 12 第二章 文獻探討 第一節 學校生活品質之概念與內涵……. 19 第二節 學校生活品質之理論模式………. 28 第三節 學校生活品質之相關研究及 影響變項……………………………. 34 第三章 研究方法 第一節 研究對象……………………………. 46 第二節 研究工具……………………………. 51 第三節 研究程序……………………………. 60 第四節 資料處理與分析………………….. 62 第四章 結果與討論 第一節 高職特教班學生學校生活品 質之調查結果……………………… 63 第二節 不同個人背景變項之高職特 教班學生學校生活品質量表 及分量表得分之差異分析…………66 第三節 不同家庭背景變項之高職特 教班學生學校生活品質量表 及分量表得分之差異分析…………74 第四節 不同學校背景變項之高職特 教班學生學校生活品質量表 及分量表得分之差異分析…………78 第五節 相關變項對高職特教班學生 學校生活品質量表及分測驗 得分的影響和預測力……………… 85 第五章 結論與建議 第一節 結論…………………………………… 90 第二節 研究範圍及限制…………………… 97 第三節 建議…………………………………… 97 參考文獻……………………………………………107 附錄一………………………………………………121 附錄二………………………………………………126 附錄三………………………………………………127 附錄四………………………………………………131 附錄五………………………………………………133 附錄六………………………………………………138 表次 表1-1 家庭社經地位換算分類表……………16 表2-1 學校生活品質的研究者、工具及 內涵………………………………………23 表3-1 預試樣本人數分析…………………….48 表3-2 正式施測樣本人數分布……………….49 表3-3 研究樣本基本資料摘要表……………50 表3-4 「學校生活品質量表」因素分析 摘要………………………………………57 表3-5 學校生活品質量表各因素的信度… .59 表4-1 高職特教班學生在全量表、各分 測驗及每一題項上的得分平均數 與標準差……………………………… 64 表4-2 性別不同之高職特教班學生在「 學校生活品質量表」五項因素及 總分上得分之平均數、標準差、 多變量變異數分析及事後考驗結 果………………………………………… 67 表4-3 障礙程度不同之高職特教班學生 在「學校生活品質量表」五項因 素及總分上得分之平均數、標準 差、多變量變異數分析及事後考 驗結果……………………………………69 表4-4 國中階段之教育安置型態不同之 高職特教班學生在「學校生活品 質量表」五項因素及總分上得分 之平均數、標準差、多變量變異 數分析及事後考驗結果………………71 表4-5 年級不同之高職特教班學生在「 學校生活品質量表」五項因素及 總分上得分之平均數、標準差、 多變量變異數分析及事後考驗結 果………………………………………… 73 表4-6 家庭社經地位不同之高職特教班 學生在「學校生活品質量表」五 項因素及總分上得分之平均數、 標準差、多變量變異數分析及事 後考驗結果………………………………75 表4-7 其他障礙家人之高職特教班學生 在「學校生活品質量表」五項因 素及總分上得分之平均數、標準 差、多變量變異數分析及事後考 驗結果……………………………………76 表4-8 高職特教班學生「家長參與」和 在「學校生活品質量表」五項因 素及總分上得分之積差相關…………77 表4-9 成班歷史不同之高職特教班學生 在「學校生活品質量表」五項因 素及總分上得分之平均數、標準 差、多變量變異數分析及事後考 驗結果…………………………………… 79 表4-10 導師背景不同之高職特教班學生 在「學校生活品質量表」五項因 素及總分上得分之平均數、標準 差、多變量變異數分析及事後考 驗結果…………………………………… 81 表4-11 公私立學校之高職特教班學生在 「學校生活品質量表」五項因素 及總分上得分之平均數、標準差、 多變量變異數分析及事後考驗結果.82 表4-12 台北縣市之高職特教班學生 在「學校生活品質量表」五 項因素及總分上得分之平均 數、標準差、多變量變異數 分析及事後考驗結果………………84 表4-13 相關變項對「學校生活品質量 表」各分測驗及全量表的多 元逐步迴歸分析結果………………86 圖次 圖2-1 學校組織特質……………………………30 圖2-2 學校結構和學校生活品質的關係 模式……………………………………… 30

    參考文獻:
    內政部(民86):身心障礙者保護法。台北:內政部。
    方盈傑(民87):國中特殊班與普通班學生學校生活品質感受之調查研究。國立台灣師範大學特殊教育研究所未出版之碩士論文。
    林生傳(民86):教育社會學。高雄:復文。
    林宏熾(民84):特殊教育的新課題:傷殘人士生活素質之探討與展望,教學與研究:中華民國特殊教育學會八十四年年會專輯,449-496。彰化,台灣:中華民國特殊教育學會。
    林宏熾(民86):台灣地區身心障礙青年「社區生活素質」之研究。彰化:國立彰化師範大學特殊教育系。
    林宏熾(民87):台灣地區身心障礙青年「社區生活素質」之研究(Ⅱ)。彰化:國立彰化師範大學特殊教育系。
    林宏熾(民88a):身心障礙者生涯規劃與轉銜教育。台北:五南。
    林宏熾(民88b):台灣地區身心障礙青年「社區生活素質」之研究(Ⅲ)。彰化:國立彰化師範大學特殊教育系。
    施相如(民86):國中聽覺障礙學生學校生活素質之研究。國立彰化師範大學特殊教育研究所未出版之碩士論文。
    陳柏熹、王文中(民88):生活品質量表的發展。中華測驗學會測驗年刊,46(1),57-74。
    許天威(民87):身心障礙者「生活素質」之研究。「身心障礙教育研討會」會議實錄。台北:國立台灣師範大學。
    許天威、蕭金土(民86):台灣地區身心障礙青年「職業生活素質」之研究。彰化:國立彰化師範大學特殊教育系。
    許天威、蕭金土(民87):台灣地區身心障礙青年「職業生活素質」之研究(Ⅱ)。彰化:國立彰化師範大學特殊教育系。
    許天威、蕭金土(民88):台灣地區身心障礙青年「職業生活素質」之研究(Ⅲ)。彰化:國立彰化師範大學特殊教育系。
    許照庸(民73):台北縣國中學生學校生活素質之調查研究。國立台灣師範大學教育研究所未出版之碩士論文。
    張英鵬(民90):我國大專身心障礙學生之生活品質研究。特殊教育學報,15,273-307。
    張勝成(民86):台灣地區身心障礙青年「學校生活素質」之研究。彰化:國立彰化師範大學特殊教育系。
    張勝成(民87):台灣地區身心障礙青年「學校生活素質」之研究(Ⅱ)。彰化:國立彰化師範大學特殊教育系。
    張勝成(民88):台灣地區身心障礙青年「學校生活素質」之研究(Ⅲ)。彰化:國立彰化師範大學特殊教育系。
    張琴音(民88):國中智能障礙學生學校生活素質之研究。國立彰化師範大學特殊教育研究所未出版之碩士論文。
    莊明貞(民73):國中學生學校生活素質與學校適應行為的關係。國立台灣師範大學教育研究所未出版之碩士論文。
    陳靜江、鈕文英(民86):台灣地區身心障礙青年「心理生活素質」之研究。高雄:國立高雄師範大學特殊教育系。
    陳靜江、鈕文英(民87):台灣地區身心障礙青年「心理生活素質」之研究(Ⅱ)。高雄:國立高雄師範大學特殊教育系。
    陳靜江、鈕文英(民88):台灣地區身心障礙青年「心理生活素質」之研究(Ⅲ)。高雄:國立高雄師範大學特殊教育系。
    教育部(民84):中華民國身心障礙教育報告書。台北:教育部。
    教育部(民88):特殊教育法施行細則。台北:教育部。
    教育部特殊教育工作小組(民91):特殊教育統計年報九十一年度。台北:教育部特殊教育工作小組。
    葉瓊華(民90):在家教育學生家庭生活素質之研究。特殊教育學報,15,337-373。
    劉寶貴(民84):高職特殊教育實驗班問題之探討。技術及職業教育雙月刊,25,28-33。
    韓福榮(民86):高職特殊教育實驗班的實施現況。特殊教育季刊,62,29-32。
    Anderson, C.S.(1982).The search for school climate:a review of the research. Review of Educational Research,52,368-420.
    Ainley, J., Foreman, J.,& Sheret, M. (1991). High school factors that influence students to remain in school. Journal of Eduvational Research, 85, 69-80.
    Batten, M., & Cirling-Butcher, S. (1981). Perceptions of the quality of school life: A case study of schools and students. (ERIC Document Reproduction Servives No.216 429)
    Bellamy, G. T., Newton, J. S., Le Baron, N. M.& Horner, R. H. (1990). Quality of life and lifestyle outcomes: A challenge for residential programes. In R. L. Schalock (Ed.), Quality of life: Perspectives and Issues (pp.127-137). Washington, DC: American Association of Mental Retardation.
    Bulcock, J. W., Whitt, M. E.,& Beebe, M. J. (1991). Gender differences, student well-being and high school achievement. Alberta Journal of Educational Research, 37, 209-224.
    Burns, J. L.& Callihan, S. (1980). Perceived quality of life and high school achievement: The unhappy sophomore. (ERIC Document Reproduction Servives No.196 613)
    Chandler, V. & Duff, R. L. (1996). The quality of family life and the quality of school life. Educational and Psychological Measurement, 103, 25-44.
    Darom, E. & Rich, Y. (1981). Pupil’s perceptions of the quality of life in advantaged and disadvantaged Israeli schools. In J. L. Epstein (Ed.), The quality of school life. (pp.197-218). DC: Heath and Company.
    Dawson, R. (1985). Disturbed pupil’s perceptions of the behaviour and friendliness of other pupils ,their school and school satisfaction. Maladjustment and Therapeutic Education, 3, 21-25.
    Denny, R., Vollner, E. S. & Speir, D. (1990). Teaching in mental retardation. Washington, D. C.: American Association on Mental Deficiency.
    Edgerton, R. B. (1990). Quality of life from a longitudinal research perspective. In R. L. Schalock (Ed.), Quality of life: Perspectives and Issues (pp.127-137). Washington, D. C.: American Association of Mental Retardation.
    Ellis, M. H. & Smith, T. E. (1991). Managing to teach. Edmonds, WA: Teaching Inc.
    Epstein, J. L. (Ed.) (1981). The quality of school life. DC: Heath and Company.
    Epstein, J. L. & McPartland, J. M. (1976a). The concept and measurement of the quality of school life. American Educational Research Journal, 13(1), 15-30.
    Epstein, J. L. & McPartland, J. M. (1976b). Classroom organization and the quality of school life.(Report No.215) (ERIC Document Reproduction Servives No.135 041)
    Fischetti, B. A. (1982). Attitudinal differences between bright senior high school underachievers and bright senior high school achievers. (ERIC Document Reproduction Servives DAI-A 43/07)
    Flanagan, J. C. (1982). Measurement of quality of life indicators in rehabilitation program evaluation. Rahabilitation Counseling Bulletin, 34, 334-356.
    Gnagey, W. J. (1981). Attitudes,values,and motives of classroom facilitators and inhibitors. In J. L. Epstein (Ed.), The quality of school life. (pp.179-195). DC: Heath and Company.
    Goode, D. A. (1990). Thinking about and discussing quality of life. In R. L. Schalock (Ed.), Quality of life: Perspectives and Issues (pp.41-57). Washington, D C : American Association of Mental Retardation.
    Goode, D. A. (1994). Quality of life for Persons with Disabilities: International Perspectives and Issues. Cambridge, MA: Brookline.
    Gray,J. & Wilcox,B.(1995). Good school,bad school.Evaluating performance and encouraging improvement. Bristol,UK:Open University Press.
    Gresham, B. S. (1988). The research for school life. Standford, CA: Standford University Press.
    Gurney, P. W.(1986).Self-esteem in the classroom-Theoretical perspectives and assessment issues.School Psychology International, 7, 199-209.
    Hong, S. M. & Giannakopoulos, E. (1994). Effects of age,sex,and university status on life satisfaction. Psychological Reports, 74, 99-103.
    Huebner, E. S. (1991a). Correlates of life satisfaction in children. School Psychology Quarterly, 6, 103-111.
    Huebner, E. S. (1991b). Initial development of the Student’s Life Satisfaction Scale. School Psychology International, 12, 231-240.
    Huebner, E. S. (1994a). Preliminary development and validation of a multidimentional life satisfaction scale for children.Psychological Assessment, 6,149-158.
    Huebner, E. S. (1994b). Conjoint analysis of the students. Life Satisfaction Scale and the Piers-Harris Self-concept Scale. Psychology in the Schools, 31, 273-277.
    Huebner, E. S.& Dew, T.(1993).Validity of the Perceived Life Satisfaction Scale. School Psychology International, 14, 355-360.
    Isherwood, G. B., Ahola, J. A., Hammah, C. K. & Sullivan, P. (1979). The quality of school life. A research monograph. Reports in education number 7.(ERIC Document Reproduction Servives No.168 216)
    Jitendra, R. L. (1995). The quality of school life in German Comprehensive schools. In J. L. Epstein (Ed.) The quality of school life (pp.96-108). D. C.: Heath and Company.
    Johnson, W. L. & Johnson,A.M.(1993).Validity of the quality of school life scale: A primary and secondorder factor analysis. Educational and Psychological Measurement ,53(1), 145-153.
    Karatzias, A., Power, K. G., Flemming, J., Lennan, F. & Swanson, V. (2002). The role of demographics,personality variables and school stress on predicting school satisfaction/dissatisfaction: review of the literature and research findings. Educational Psychology, 22(1), 33-50.
    Karatzias, A., Power, K. G. & Swanson, V. (2001). Quality of school life: Development and preliminary standardization of an instrument based on performance indicators in Scottish secondary schools. School Effectiveness and School Improvement, 12(3), 265-284.
    McGuire, D. P., Mitic, W., & Neumann, M. A. (1987). Perceived stress in adolescents worry about. Canada’s Mental Health, 35, 2-5.
    McPartland, J. M. & Epstein, J. L. (1975). The interaction of family and school factors in open-school effect on students. (ERIC Document Reproduction Servives No.102 703)
    Mok, M. M. & McDonald, R. P. (1994). Quality of school life: A scale to measure student experience or school climate? Educational and Psychological Measurement, 54, 483-495.
    Moon, S., Kim, J. & McLeen, J. E. (1993). A comparison of Korean and American Students attitude about school. Paper presented at the Annual Meeting of the Mid-South Educational Research Association. (ERIC Document Reproduction Servives No.377 268)
    Murrell, S. A. & Norris, F. H. (1983). Quality of life as the criteria for need assessment and community psychology. Journal of community psychology, 11, 88-97.
    Okun, M. A., Walton-Braver, M., & Weir, R. M. (1990). Grade level differences in school satisfaction. Social Indicators Research, 22, 419-427.
    Parmenter, T. R. (1988). An analysis of the dimensions of quality of life for people with physical disabilities. In R. I. Brown (Ed.), Quality of life for handicapped people:A series in rehabilitation education (pp7-36). London: Croom Helm.
    Sands, D. J. & Kozleski, E. B. (1994). Quality of life differences between adults with and without disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 90-101.
    Schalock, R. L.& Jenson, C. M. (1986). Assessing the goodness-of-fit between persons and their environment. Journal of the Association for persons with Severe Handicaps, 11, 103-109.
    Scheerer, H. (1981). The quality of school life in experimental and traditional schools in Western Germany.Paper presented at Annual Convention of the American Educational Research Association, San Francisco. (ERIC Document Reproduction Servives No.170 230)
    Shmotkin, D. (1990). Subject well-being as a function of age and gender: A multivariate look for differentiated trends. Social Indiicators Research, 23, 201-230.
    Sierer, T. M. & Winfield, L. F. (1988). The concerns and attitudes of early adolescents middle school students in transition. Paper presented at the Annual Meeting of the American Educational Research Association. (ERIC Document Reproduction Servives No.300 722)
    Silverman, B. (1997). Intrinsic motivation and feelings of school life among students. Journal of Research and Development in Education, 29, 34-52.
    Skinner, W. F.(1987). Educational social climates and delinquency in Iceland: An integrated perspective. Acta Sociologica, 30,67-86.
    Williams, T. (1981). The quality of school life. Paper presented at the Annual Meeting of the American Educational Research Association, Los Angeles. (ERIC Document Reproduction Servives No.208 523)
    Winnick, J. M. (1981). The concept and measurement of the quality of school life. American Education Research Journal, 23, 15-30.
    Wolf, F. M. & Chandler, T. A. (1981). A cross-lagged panel analysis of quality of school life and achievement responsibility. Journal of Educational Research, 74(5), 363-368.
    Wright, W. E. & Jesness, C. F. (1981). Quality of school life, school problem behavior,and juvenile delinquency. In J. L. Epstein (Ed.), The quality of school life. (pp21-43). D. C.: Heath and Company.

    QR CODE