高中職身心障礙學生生活自理能力影響因素之階層線性模式分析

Using Hierarchical Linear Model to Analyze the Factors Influencing Living Skills of Senior High School Students with Disabilities

本研究旨在探討高中職身心障礙學生生活自理能力之影響因素。本研究中所探討之跨層次的效果，包括個體層次及總體層面對於生活自理能力的影響關係，以階層線性模式（Hierarchical Linear Model，HLM）進行統計分析，來驗證這些層次效果，希冀建構與驗證高中職身心障礙學生生活自理能力之影響因素。本研究對象為我國建立之特殊教育長期追蹤資料庫（special needs education longitudinal study，SNELS）所登載之98學年度問卷資料，經過嵌套（nested）配對後，選出有效樣本為學校數264所，學生數2,065人。最後，針對研究結果提出具體建議，以提供國內特殊教育政策制定與修正、教育實務應用及未來研究之參考。本研究主要的研究發現（1）高中職身心障礙學生其性別、年級、障礙類別及自我決策能力等個人背景因素對其生活自理能力有顯著之影響；（2）高中職身心障礙學生不因其學校性質與學校類型等學校背景因素而對其生活自理能力有所影響；（3）高中職身心障礙學生其年級、障礙類別及自我決策能力等個人背景因素受到學校類型之調節作用，而在生活自理能力上產生影響；（4）在各模型中以完整模型的適配性最高。

The purpose of this study was to explore the factors influencing living skills of senior high school students with disabilities. The research examined the inter-level effects, which included the effects of individual factors and the collective effects on the factors. Hierarchical Linear Model (HLM) was adopted for the analyses. This study adopted the empirical data from Special Needs Education Longitudinal Study (SNELS) in 2009. After the data had been nested and matched, effective sample included 264 schools with 2,065 students, wishing to construct and verify a model which could effectively predict living skills of Taiwan senior high school students with disabilities. According to the findings, some suggestions were made to the future development of special education and following studies. Major findings were as follows: (1) Student-level factors (gender, grade, categories of disabilities, and self-determination skills) had direct effects on senior high school students with disabilities. (2) School-level factors had no differences on senior high school students with disabilities. (3) Student-level (grade, categories of disabilities, and self-determination skills) and school-level factors had cross-level interactions effects on senior high school students with disabilities. (4) The full model was the best model to analyze the factors influencing living skills of senior high school students with disabilities.