保護因子對於不同復原力類型學習障礙學生之影響

Effect of Protective Factors on Students with Learning Disabilities from Different Clusters of Resilience

10.6172/BSE.202003_45(1).0003

張萬烽(Wan-Feng Chang)

社會支持 ； 保護因子 ； 復原力 ； 集群分析 ； 學習障礙 ； cluster analysis ； learning disability ； protective factor ； resilience ； social support

特殊教育研究學刊

45卷1期（2020 / 03 / 31）

65 - 96

繁體中文

由於神經心理功能的缺陷，使學習障礙學生在學業上持續遭遇困難，若加上社會情緒上的問題，就容易對其適應造成影響。從復原力的角度來看，若有良好的個人特質或社會支持，就能協助個人在逆境中有正向的發展。本研究旨在探討自我概念、自我效能、家庭支持、教師支持以及同儕支持等內、外在保護因子對學障學生心理健康是否產生保護作用。以特殊教育長期追蹤資料庫99學年度303位國三學障學生為對象，透過個人取向的復原力研究設計，以瞭解不同保護因子及危險因子集群之學障學生，其及心理適應是否有所差異。結果發現可將學生分為具復原力（20.8%）、適應良好（32.0%）、高度風險（20.5%）以及適應欠佳（26.7%）等四組，以區別分析檢視正確分群的程度，其總正確率為94.7%。此外，比起高度風險和適應欠佳群體，具復原力和適應良好兩組學生有顯著較佳的自我概念、自我效能、家庭關係、師生關係以及同儕關係。本研究最後針對保護因子對於學障學生心理健康的影響提出討論，並對未來研究與實務工作提出建議。

Purpose: Learning disabilities in children are assumed to result from a neurological disorder that makes adequate performance in school difficult for them. Additionally, social emotional problems can easily affect adaptive skills in these students. In terms of resilience, having good personal competence or social support helps individuals to adapted well when facing adversity. This study investigates whether internal and external protective factors, such as self-concept, self-efficacy, family support, teacher's support, and peer support, have protective effects on the psychological health of students with learning disabilities. Methods: This study focused on 303 third-grade students with learning disabilities who were registered in the Special Needs Education Longitudinal Study data archive in the 2010 academic year. A research design featuring personal orientation resilience, comprising two indicators, academic performance (risk factor) and mental health (adaptive outcome), was implemented for conducting a cluster analysis. Following grouping, the chi-square test was used to determine the number of students of different gender and educational placements. Moreover, ANOVA was used to determine the difference in risk factors, protective factors, and mental health among students from four clusters. Results/Findings: According to the results, students can be divided into four groups: resilient (20.1%), competent (32.0%), highly vulnerable (20.5%), and maladaptive (26.7%). These findings are supported by a discriminant analysis, which identified 94.7% correctly. Additionally, resilient and well-adapted students were found to have significantly better self-concept, self-efficacy, family relationships, teacher-student relationships, and peer relationships than the high-risk and poorly adapted students. Conclusions/Implications: This study discusses the impact of protective factors on the psychological health of students with learning disabilities and recommends future research and practical usage of the study outcomes. No significant differences in risk factors, protective factors, and mental health were observed, irrespective of the gender or placement, indicating that gender or placement is not a factor influencing the resilience of students with learning disabilities. Second, academic achievement was only associated with teacher's support and did not have any significant correlation with factors such as protective factors and mental health. This indicates that the higher the teacher's support, the better the academic achievement of the students with learning disabilities. By contrast, mental health and all protective factors were positive correlation. Third, students with learning disabilities were clustered into four groups: competent, resilient, maladaptive, and high vulnerable. In terms of risk factors, academic performance of students with good and poor adaptation was better than that of students from the other two clusters. In terms of mental health, differences were observed among the four groups, and students with resilience were the best. In terms of protective factors, students with good adaptability and resilience were significantly better than those with poor adaptability and high risk. In practice, this study was intended to empower families and teachers and promote self-efficacy and self-concept in students with learning disabilities. In terms of research, this study was conducted to consider the sources of risk factors and protective factors, and the variables that influence students with disabilities.

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