| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育學系 === 105 === The presentstudy explores the relationship between learning attitudes and mental health among students with learning disabilities injunior high schools in Taipei City. A total of 197 participants completed self-report measures of both Learning Attitude Scale which was derived by the researcher and Positive Mental Health Scale by Chen (2014). The data were analyzed via SPSS with execution of t-test, a Pearson Product-Moment Correlation Coefficient, and a one-way analysis of variance.Results of the study showed that:(1)Students with learning disabilities reported to be positive in their overall learning attitudes, whereas the attitude toward school exhibited to be the optimum, following by the attitude toward teachers and classmates, yet the attitude toward schoolwork appeared to be the least one;(2) The overall mental health of students with learning disabilities was good,especially in emotional balance,
following by family harmony, interpersonal relationship, and self-acceptance; on the other hand,optimism and eagerness displayed the lowest scores on the scale; (3) Female learning disabled students were found to have better performance in the subscales of (a) overall learning attitudes, (b) the attitude toward school, (c) the attitude toward schoolwork, and (d)the attitude toward peers than male students; (4) No significant differences were found in either students’ mental health or learning attitudes regarding which grade students were in;(5) Significant variations were found in both aspects of the learning attitudes and mental health of students with divergent special education needs, particularly in (a) family harmony, and (b) overall learning attitudes and the all subaspects; (6) No significant differences were found in the 5 subscales of their mental health concerning students who started joining resource classes in divergent grades; however, with respect to plenary mental health, students that started taking curriculum provided by resource class teachers in their 8th grade exhibited exceeding mental health comparing with the ones who began taking curriculum provided by resource class teachers in their 9th grade; (7) No significant variations were found in the learning attitudes of students who firstly joined resource classes in their divergent grades, either overall or subsets of learning attitudes; (8) The learning attitudes of students with learning disabilities were found to positively correlated with their mental health, except the subset of emotional balance.
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