摘 要

本研究旨在探討不同背景變項之國中學習障礙學生自我概念與同儕接納態度的現況與差異情形。以中部地區四縣市（含台中市、台中縣、彰化縣與南投縣）之學習障礙學生259人及其同儕508人為研究對象，並以「國中學生自我概念量表」及「國民中學學生同儕知覺量表」為施測工具進行問卷調查。所得資料以平均數、標準差、t 考驗、單因子變異數分析、皮爾遜積差相關及Scheffe法等統計方法加以處理與分析。綜合本研究之結果如下：
整體言之，國中學習障礙學生的整體自我概念呈現中間偏正向的情形，四個分量表由高而低依序為生理自我、社會自我、情緒自我及學業自我。不同變項方面，性別在社會自我達顯著差異，且女生較男生正向；安置情形在生理自我與學業自我達顯著差異，全部時間都在普通班上課者較正向。家庭功能在生理自我達顯著差異，且高家庭功能者較正向。其它變項則未達顯著差異。在相關情形方面，自我概念全量表與「生理」、「情緒」、「社會」及「學業」四個分量表得分呈現正相關且達顯著水準。此外在背景變項方面，性別與社會自我呈現正相關；安置情形與生理自我呈現負相關；家庭功能與全量表、生理自我、情緒自我、學業自我均呈現負相關，其它各背景變項皆未達顯著水準。
在同儕接納態度方面，全量表與分量表皆尚稱積極正向，以行為傾向最高，情感部分次之，而認知部分最低，但仍達中間值之水準。不同背景變項方面，年級在認知、情感及全量表上均達顯著差異。不同學業表現的國中生的接納態度僅在認知分量表上未達顯著差異。其它變項則未達顯著差異。在相關情形方面，接納態度全量表與「認知部分」、「情感部分」及「行為傾向」三個分量表得分有顯著相關。此外在背景變項方面，僅年級變項與全量表及四個分量表呈現正相關，其餘各背景變項皆未達顯著水準。
最後根據本研究所得之結果及結論，提出建議事項，俾能提供教育方面及未來研究之參考。

關鍵字：學習障礙、自我概念、同儕接納態度

Abstract
The main purpose of the study was to explore the relations between background variables and self-concept as well as peer-accepted attitudes of junior high students with learning disabilities (LD). Participants consisted of 259 LD students and 508 peers. Data were collected through researcher-designed instruments including “Inventory of Self-Concept by Junior High School Students” and “Inventory of Peer Awareness by Junior High School Students” obtained data were analyzed by means of means, standard deviations, student’s t test, ANOVA, Pearson correlation, and Scheffe post hoc test. Main findings were listed as follows:

The global self-concept of LD students, in general, were directed kind of toward positive. Of the 4 scales, physiological self was the highest, followed by social self and emotional self, with the scholastic self as the lowest. In terms of variables, gender showed the significant difference, with female higher than male. Educational placements were also significant, so were family functions. With respect to correlations, self-concept total was significantly correlated with physiological, emotional, social and scholastic self. Also correlated was gender versus social self, educational placement versus physiological self, family functions versus total, physiological, emotional, and scholastic self.

With regard to peer acceptance, the whole scale was positive, with most in behavior, followed by emotion, and the cognition as the least. In terms of background variables, grades achieved significance across cognition, emotion and the whole scale. The whole scale was correlated with cognition, emotion and behavior. Also correlated were in grades versus whole scale.

Based on the above findings, conclusions were addressed and suggestions were further discussed for institutions and future studies.
Key words: Learning disabilities, self-concept, peer-accepted attitudes

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