臺北市國中階段肢體障礙及腦性麻痺學生自我概念與生活適應之研究

Self-Concept and Life Adjustment of Junior High School Level Students with Physical Disabilities and Cerebral Palsy in Taipei City

本研究旨在瞭解臺北市國民中學教育階段肢體障礙及腦性麻痺學生的自我概念和生活適應，探討個人及背景變項的影響，以及自我概念與生活適應的相關性。研究對象係無伴隨認知問題的肢體障礙學生與腦性麻痺學生(過去鑑定為肢體障礙)，安置於普通班、直接或間接接受資源教室服務。研究採問卷調查法，藉「青少年自我概念量表」和「中學生生活適應量表」，進行臺北市國中階段普查，共發出88份問卷，回收71份有效問卷，回收率為80%。問卷調查所得資料，以描述性統計、t考驗、以及單因子變異數分析。本研究獲以下結論：
1. 臺北市國中肢體障礙及腦性麻痺學生的自我概念表現為中等，低於一般學生表現；在各向度的良好情況，由高而低依序為「學校我」、「能力我」、「生理我」、「家庭我」、「學業我」以及「情緒我」。
2. 臺北市國中肢體障礙及腦性麻痺學生的生活適應為一般學生平均之上；由高而低依序為「家庭適應」、「社會適應」、「自我勝任」、「自我定向」、「工作適應」、「自我意識」、「學習適應」及「人際關係」。
3. 臺北市的國中肢體障礙及腦性麻痺學生的自我概念，因「性別」、「家庭結構」以及「母親管教方式」變項有顯著差異。
4. 臺北市國中肢體障礙及腦性麻痺學生的生活適應，因「性別」及「家庭結構」變項而有顯著差異。
5. 臺北市國中肢體障礙及腦性麻痺學生的自我概念和生活適應呈現正相關。
依據本研究發現提出建議，提供實務工作者及後續研究者參酌。

This study was intended to understand self-concept and life adjustment of junior high school students with physical disabilities in Taipei City. The students with physical disabilities and cerebral palsy in this study were defined as those who were physically challenged and those with Cerebral Palsy (CP) arranged in general classes, both of whom did not suffer from cognitive impairment or need assistance from resource classes directly or indirectly. The demographic and background information of the physically disabled students in junior high schools in Taipei City were examined and the conditions relevant to self-concept and life adjustment were further analyzed. The suggestions were provided for practitioners and subsequent researchers in accordance with the research results. The questionnaire survey was adopted in this study. The general survey proceeds with the research instruments “Scale of self-concept of youth” and “Scale of life-adjustment of high school students.” A total of 88 questionnaires were sent out, and 71 valid questionnaires were returned. The response rate was 80%. The summary was obtained as follows by analyzing the obtained quantitative data with descriptive statistics, t-test, and one-way analysis of variance: (1) The level of self-concept of the physically disabled and cerebral palsy students in junior high schools in Taipei City was medium, but lower than the performance of the general students, in a descending order: “school-self,” “ability-self,” “physical-self,” “family-self,” “study-self” and “emotion-self.” (2) The level of life adjustment of the physically disabled and cerebral palsy students in junior high schools in Taipei City was higher than the average, and even higher than the performance of the general students, in a descending order: “family adjustment,” “social adjustment,” “self-competency,” “self-direction,” “work adjustment,” “self-awareness,” “study adjustment,” and “interpersonal relations.” (3) Self-concept of the physically disabled and cerebral palsy students in junior high schools in Taipei City was obviously different due to different “gender,” “family structure,” and “mothers’ parenting styles.” (4) Life adjustment of the physically disabled and cerebral palsy students in junior high schools in Taipei City was obviously different due to different “gender” and “family structure.” (5) Self-concept and life adjustment of the physically disabled and cerebral palsy students in junior high schools in Taipei City were positively correlated.