學習障礙與一般學生學業自我概念與學業成就之比較：內外參照架構模式

張萬烽

doi:10.6172/BSE.202111_46(3).0003

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P57 - 86

社会科学 > 教育学

DOI： 10.6172/BSE

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学习障碍与一般学生学业自我概念与学业成就之比较：内外参照架构模式

Comparison of Academic Self-Concept and Academic Achievement of Students With and Without Learning Disabilities: Internal/External Frame of Reference Model

张万烽(Wan-Feng Chang)

特殊教育研究学刊； 46 卷 3 期 (2021 / 11 / 30) ， P57 - 86

繁体中文 DOI： 10.6172/BSE.202111_46(3).0003

内／外参照架构；径路分析；学习障碍学生；学业成就；学业自我概念； academic self-concept ； achievement ； internal/external frame of reference model ； learning disabilities ； path analysis

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摘要 │ 参考文献 (68) │ 被引用文献 (2) │ 国际计量

摘要〈TOP〉

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Purpose: Because of neuropsychological deficits, students with learning disabilities (LDs) often experience difficulties in reading, writing, and numeracy. In the past, students with LDs who experienced difficulties in specific areas of academic functioning could be expected to develop academic self-concepts (ASCs) that are less positive than those of their peers without LDs. Research on the self-concepts of students with LDs has focused on understanding the students' general ASCs, rather their ASCs in specific subjects. An understanding of whether the academic achievements of students with LDs in specific subjects affect their ASCs and whether their ASCs differ from those of students without LDs could be used as a reference for intervention. The internal/external frame of reference model (I/E model) emphasizes that when individuals form ASCs, they mainly do so through two comparison processes. The first is social (external) comparison, in which individuals compare themselves with their peers. For example, students use peers' comparative academic achievement in a specific subject to evaluate their own academic performance. If a student believes that their mathematics performance is inferior to others', they may develop a negative mathematics self-concept. The second comparison is dimensional (internal); students compare their own academic achievements in different subjects to form their ASCs. If an individual's achievement in mathematics is higher than that in Chinese, their mathematics self-concept may be superior. Through these joint internal and external comparison processes, the individual's self-concept in each subject is eventually formed. Whether students with LDs also compare their performance in different subjects, leading to low correlations among their subject-specific self-concepts, is worthy of discussion. In addition, if students without LDs can be used as a reference group for understanding the academic performance of students with LDs in Chinese and mathematics, the relationship between those students' academic performance levels and ASCs can be used as a reference for learning and teaching interventions. This study investigated the differences in the academic achievements and ASCs of students with and without LDs by using the I/E model to understand the relationship between their academic achievement and ASCs. Methods: This study enrolled third- through fifth-grade students with and without LDs taking courses in Kaohsiung, Taiwan, during the first semester of the 2017 academic year. Stratified sampling by level of urbanization (low, low to moderate, moderate, and high) was performed. After obtaining consent from the students' parents, this study enrolled 791 students without LDs, comprising 271 third-grade students, 266 fourth-grade students, and 254 fifth-grade students from 13 elementary schools. This study recruited 1089 third- through fifth-grade students determined to have LDs, comprising 276 third-grade students, 358 fourth-grade students, and 455 fifth-grade students. Ultimately, this study enrolled 353 students with LDs, comprising 106 third-grade students, 122 fourth-grade students, and 125 fifth-grade students. These students were recruited from special education classes in 55 elementary schools. Moreover, the test instructions provided to the schools indicated that the participating students with LDs should not receive the test in their regular classes and that the teachers of their special education classes should administer the test instead. The research tools adopted in this study included a self-developed ASC scale and academic achievement tests for Chinese and mathematics. After the surveys were conducted, descriptive statistics, t testing, one-way analysis of variance, item analysis, product-moment correlation testing, and exploratory factor analysis, were performed using SPSS 21.0 software. In addition, this study employed WINSTEP 3.66 software to test the reliability and validity of the Chinese and mathematics achievement tests. Results/ Findings: The differences in academic achievement in Chinese and mathematics between the students with and without LDs were significant. When achievement was controlled for, the two groups did not differ significantly in their total Chinese self-concept scores. However, after control math achievement, the two groups' mathematics self-concepts differed significantly: The adjusted means indicated a more positive mathematics self-concept among students in the LD group. However, the effect size for this difference was small. From the perspective of the I/E model, the third- through fifth-grade students without LDs exhibited significant and positive correlations between their achievement and ASC in a particular subject, indicating that social comparison exerted a significant effect, whereas the students had likely not yet performed dimensional comparison. Among the students with LDs, no significant within-domain correlations were observed between students' subject-specific achievement levels and ASCs, nor was a cross-domain relationship observed, indicating that elementary students with LDs might have difficulties employing social and dimensional comparison to form ASCs. On the basis of these findings and the assumptions of the I/E model, this study determined that the elementary students without LDs were capable of social comparison but not yet capable of dimensional comparison. The students with LDs were ostensibly incapable of social or dimensional comparison. In general, although the academic achievement of students with LDs was lower than that of students without LDs, their mathematics self-concept was slightly more positive than that of students without LDs. Furthermore, according to the I/E model, the students with LDs exhibited lower self-awareness of their abilities than did the students without LDs. Conclusions/Implications: Future studies can build upon this research by accounting for the effect of temporal comparison, comparing students with LDs in different settings (for example, in general classrooms versus in resource classrooms), and comparing students with LDs with low-achieving students without LDs. In practice, teachers can help students with LDs by encouraging them to improve their understanding of themselves, setting appropriate learning goals, establishing an interpersonal support system, and providing special education services to enable students with LDs to increase the accuracy of their self-perceptions.

参考文献 ( 68 ) 〈TOP〉

张万烽, Wan-Feng,吴裕益, Yuh-Yih(2012)。学习障碍学生在国中基测数学科上表现与试题差异功能分析。特殊教育与复健学报，26，45-70。
连结：
赵善如, Shan-Ru,王仕图, Shu-Twu,许坋妃, Fen-Fei,李慧玲, Hui-Ling(2012)。与政府的合作－亲属寄养照顾者的照顾经验。台湾社会福利学刊，10(2)，37-91。
连结：
Arens, A. K.,Preckel, F.(2018).Testing the internal/external frame of reference model with elementary school children: Extension to physical ability and intrinsic value.Contemporary Educational Psychology,54,199-211.
Bear, G.,Minke, K. M.,Manning, M. A.(2002).Self-concept of students with learning disabilities: A meta-analysis.School Psychology Review,31(3),405-427.
Bracken B.A(Ed.)(1996).Handbook of self-concept.New York:Wiley.

被引用文献 ( 2 ) 〈TOP〉

张万烽(2023)。国小学习障碍学生与一般学生自我效能、家长支持以及心理健康之纵贯研究。教育心理学报，55(1)，125-151。
(2024).Effects of Academic Achievement and Academic Self-Concept on the Self-Efficacy and Mental Health of Students with Learning Disabilities.教育心理学报,56(1),101-125.

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