學齡階段身心障礙學生自我決策量表之編製

The Development of a Self-Determination Scale for School-Age Students With Disabilities

本研究的主要目的係針對學齡階段身心障礙學生編製一份標準化自我決策量表並評估其信、效度，另亦建立不同性別、年級與障礙類別之常模。本研究自編之「學齡階段身心障礙學生自我決策量表」係參酌相關理論、同質量表及與教師的訪談結果等編製而成。量表包括自我瞭解、心理賦權、自我調整及獨立自主四個分量表。量表共含37道題目，總分介於37－148分，分數愈高代表自我決策程度愈高。本研究採分層隨機抽樣並輔以立意取樣方式，從全國募集國小五年級至高中職三年級的身心障礙學生參與研究。研究對象分為預試樣本（N＝403）及常模樣本（N＝2,215）。前者的資料用於編修量表，使用的資料分析方法包括描述統計、項目總分相關、內部一致性效標及探索性因素分析；後者的資料則用於評估量表信、效度並建立常模，評估信、效度的方法包括內部一致性、相關及驗證性因素分析，常模分析則係呈現不同群組之原始分數及標準分數的分佈型態，並以變異數分析比較彼此間之差異。研究結果顯示，本研究自編之量表有不錯的內部一致性、折半及再測信度，且亦有理想的效標關聯及構念效度。就常模而言，男、女生之間的差異不大，然身障生的自我決策程度隨其年齡增長而有逐漸升高的傾向，另不同障別間的常模差異頗大。研究最後提出相關研究建議。

The purposes of this study were to develop a standardized self-determination scale for school-age students with disabilities, evaluate the psychometric properties of the scale, and establish the norms of gender, age, and type of disability. 'SAS Self-Determination Scale' (SAS-SDS) developed in this study consists of four subscales, including self-realization, psychological empowerment, self-regulation, and autonomy. The 'SAS-SDS' contains 37 items, with full scale scores ranging from 37 to148. The higher scores indicate the higher level of self-determination. Subjects were 2,618 school-age students with disabilities, selected from each county in Taiwan by using both probability and non-probability sampling methods. Among the subjects, 403 involved in the item-analysis process, whereas 2,215 participated in the process of assessing scale validity and reliability as well as the examination of the norms. Methods used in this study included descriptive statistics, correlation analyses, analyses of variance, item analyses, and factor analyses, all of which were used to assess the scale's internal consistency reliability, test-retest reliability, criterion-related validity, and construct validity. Results showed that the 'SAS-SDS' is a scale with appropriate psychometric properties. With regard to the norms of gender, age, and type of disability, findings indicated that there were no differences between males and females. Nonetheless, the level of self-determination of students with disabilities increases as they became older. Additionally, level of self-determination among students with different disabilities varied apparently. Suggestions were provided for future research.