A Study of Self-Concept and Life-Adjustment of Junior High School Students with Learning Disabilities

• Main Authors: Shi-Chung Cheng, 鄭世昌
• Other Authors: 張勝成
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/91731834078185369220

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 93 === The purpose of this study was to discuss the differences of self-concept and life-adjustment among junior high school students with learning disabilities.Besides,it aimed to compare the differences of self-concept and life-adjustment between learning disabled students and general students. It also aimed to explore the relationship between learning disabled students' self-concept and life-adjustment. Subjects were learning disabled students and general students ranged from seventh to ninth grades in the central areas of Taiwan - Miaoshu county,Taichung county, Taichung city, Changhua county, Nantou county and Yunlin county. The research instrument was “ Self-Concept and Life-Adjustment Questionnaire of Junior High School Students”. The valid samples consisted of 863 junior high school students , including 445 learning disabled students and 418 general students. All those information had been dealt and analyzed by the method of descriptive statistics , T-test , one-way ANOVA , Pearson’s product-moment correlation analysis , and stepwise multiple regression analysis. The major results were as follows: 1.The self-concept and life-adjustment of learning disabled students were above the average. Among all aspects of self-concept in learning disabled students, physical self was the best, then was social self, mental self, and morals self. As to life-adjustment, the score form highest to lowest was family adjustment, interpersonal adjustment, personal adjustment, and school adjustment. 2.There were significant differences between learning disabled students and general students in mental self, social self, morals self, and global self-concept. The self-concept in learning disabled students was much lower than general students. 3.There were significant differences between learning disabled students and general students in per factors of life-adjustment and whole life-adjustment. The life-adjustment in learning disabled students was inferior to those of general students. 4.Self-concept showed significant differences among learning disabled students with different grades in mental self, morals self and global self-concept. Besides , the seventh and eighth graders obviously scored more than ninth graders in morals self, and the seventh graders were also superior to ninth graders in global self-concept. However , learning disabled students from different sex different social-economic status or residence did not differ in their self-concept. 5.Life-adjustment showed significant differences among learning disabled students with different grades in interpersonal adjustment, school adjustment ,and whole life-adjustment. For interpersonal adjustment, the seventh graders scored more than ninth graders, while eighth graders surpassed ninth graders in whole life-adjustment. However, learning disabled students from different sex , different social-economic status or residence did not differ in their life-adjustment. 6.There were significant positive correlations among per factors and whole conditions of self-concept and life-adjustment in learning disabled students. 7.Only self-concept could significantly predict the life-adjustment of learning disabled students, but background variables couldn’t. Self-concept could account for 45.3% variances of life-adjustment. In addition, society self had the most explanation on the predictability of learning disabled students’ whole life-adjustment,interpersonal adjustment,school adjustment,and family adjustment, while mental self had the most explanation on the predictability of learning disabled students’personal adjustment. Finally, the researcher proposes some suggestions according to studying the income result , as the ducational administrative unit handle the special education , the school promote special education , parents educate ildren , student itself and reference studied in the future.