國小資源班學童壓力現況與相關因素

A study of the stress of elementary resource room students

本研究旨在瞭解臺北市國小資源班學童壓力現況以及相關因素。研究者自編「國小資源班學童生活問卷」，抽取臺北市國小資源班的四～六年級485名學童進行調查，回收率約70％，有效問卷337份。以描述性統計瞭解國小資源班學童壓力現況，並以相關考驗、t考驗以及單因子變異數分析等統計方法探討其相關因素。研究發現：（1）臺北市國小資源班四～六年級學童壓力整體平均2.1分，屬於中等偏低，對於環境壓力的感受最大，其次依序為學校壓力和家庭壓力；（2）資源班學生的學校壓力因障礙類別、性別不同而有明顯差異；（3）資源班學生的同儕關係與學校壓力、家庭壓力、環境壓力及整體壓力均達顯著負相關，同儕關係愈好，壓力愈小。

The purpose of this study was to understand the current situation and related factors of elementary resource room students' stress at Taipei City. Researchers compiled a“Elementary Resource Room Students' Stress Scale,'' and randomly selected 485 students from Grade 4 to Grade 6 at Taipei City as the subjects of this study. There were 337 effective questionnaires and the response rate was approximately 70%. The descriptive statistics was used to analyze the current situation of the elementary resource room students' stress and the Pearson correlation, t test and One-way ANOVA were conducted to analyze the related factors. The findings showed that: (a) The average score was 2.1 of the overall stress for the elementary resource room students, it was a medium-low level. The major stress was the environmental stress, followed by the school stress and family stress; (2) The stress of resource room students varied from gender and category of disability; (3) The peer relationship between the students in the resource room is negatively correlated with the school stress, the family stress, the environmental stress and the overall stress. The better the peer relationship, the lower the stress.