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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
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  • 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

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