英文摘要 |
Some critics of labeling had suggested that once a label had been applied to a child, all subsequent interactions with the child would be altered by the presence of that label. The main purpose of the study were to (1) investigate the effects of different sex, label, and behavior information on elementary school students' perceptions, (2) explore the effects of different sex, label, and behavior information on the perception of elementary school students' from different background (3) examine the relationship between school adjustment prediction and social distance on elementary school students' perception to ADHD students. Two different sex were male and female. Two different labels encompassed normal, ADHD, and three different behavior information were described as normal, ADHD, and CD description. Totally 612 elementary school students were recruited from Kaohsiung city and Kaohsiung county. All participants were asked to complete 'The Perception of Label and Behavior Inventory'. The data obtained were analyzed by three-way ANOVA, four-way ANOVA and Pearson correlation analysis. The results showed that (1) there were significant two-way interaction between different label and behavior information on elementary school students' perceptions to school adjustment prediction and social distance. The ADHD and CD behavior had a negative perception on elementary school students' prediction of school adjustment and social distance. (2) Different sex and contact experience background have no significant effects on the perceptions of elementary school students. (3) There were significant correlation between school adjustment prediction and social distance on elementary school students' perception of ADHD students. |