The Relationship between Involvement and Self-Efficacy of Parents with Middle School Children Placed in Self-Contained Special Education Classes in Taipei

• Main Authors: Lee, Hsing-Lien, 李幸蓮
• Other Authors: 胡心慈
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/56967661680906082570

碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 101 === The purpose of this study was to examine parental involvement and self-efficacy as well as their association of middle school special education classes in Taipei. The method of this study was the questionnaire survey. Two hundred and eighty-nine copies of researcher-designed questionnaire were purposively sampled and distributed to 289 family, the response rate was 88%, and 230 copies were valid for further procedure. The data were analyzed with the software package SPSS for windows(version 19.0), and descriptive statistics, t-test, one-way ANOVA, Pearson correlation analysis, canonical correlation analysis, and multiple regression analysis were performed. Major findings were as follows : 1. An average degree of parental involvement was revealed, with variant dimensions of involvement. Among them " parenting and coaching at home " and “communicating and cooperating with teachers” were most involved-in dimensions by parents, with “participating in and supporting school activities” and “connecting with and participating in the community” the less involved. 2. These parents’ sense of self-efficacy was above average, with “caring efficacy” being the strongest dimension and “resource-seeking efficacy” the weakest one. 3. Significant differences of parental involvement were indicated in relation to factors such as sex, identities, education, family structures, family support, group support, and “having other disabled children”. No differences were found in “number of children in family” and “severity of the child’s disabilities”. 4. Significant differences of parents’ sense of self-efficacy were indicated in relation to factors such as sex, education, family structures, family support, group support, severity of the child’s disabilities, and number of children. No differences were found in parents identities and “having other disabled children”. 5. In general, the stronger the sense of self-efficacy, the greater the degree of parental involvement. 6. Parenting efficacy, resource-seeking efficacy, and caring efficacy revealed predictive power respectively to different dimensions of parent involvement, with parenting efficacy being most predictive as a whole. Implications of the findings and suggestions were also proposed for practical considerations and future studies.