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    題名: 學習障礙學生解釋風格、希望感與復原力之相關研究
    The relationship among explanatory style, hope, and resilience on students with learning disabilities
    作者: 吳秉叡
    Wu, Ping Ruey
    貢獻者: 余民寧
    Yu, Min Ning
    吳秉叡
    Wu, Ping Ruey
    關鍵詞: 學習障礙學生
    正向事件解釋風格
    負向事件解釋風格
    提升式希望感
    寧靜式希望感
    復原力
    students with learning disabilities
    explanatory style for good events
    explanatory style for bad events
    enhanced hope
    peaceful hope
    resilience
    日期: 2012
    上傳時間: 2013-02-04 09:40:41 (UTC+8)
    摘要: 本研究旨在探討解釋風格、希望感與復原力之關係，並進而驗證其理論模型。研究以臺灣地區417位國中學習障礙學生為對象，研究工具包括「青少年正向事件解釋風格量表」、「青少年負向事件解釋風格」、「青少年提升式希望感量表」、「青少年寧靜式希望感量表」與「青少年復原力量表」，並採用單因子多變量變異數分析、二因子多變量變異數分析與結構方程式模型進行研究假設之驗證。研究結果顯示：
    一、學習障礙學生的正向事件解釋風格傾向於內在化、穩定性與特定性歸因，負向事件解釋風格傾向於內在化、暫時性與特定性歸因，亦傾向於知覺到高度提升式希望感、寧靜式希望感與復原力。
    二、學習障礙女性學生在徑路思維希望上高於學習障礙男性學生；有接受特教服務學習障礙學生在負向事件個別性上高於沒有接受特教服務學習障礙學生；樂觀解釋風格學習障礙學生在意志思維希望、徑路思維希望、柔性順應希望與堅持努力希望上均高於悲觀解釋風格學習障礙學生；適應不佳學習障礙學生在負向事件普遍性上高於適應良好學習障礙學生；適應良好學習障礙學生在精神意念上高於適應不良學習障礙學生。
    三、學習障礙學生在正向事件個別性、正向事件恆久性、負向事件個別性、負向事件普遍性、意志思維希望與面對挑戰上高於普通學生；普通學生則在正向事件普遍性上高於學習障礙學生。
    四、以正向事件解釋風格、負向事件解釋風格為自變項，提升式希望感、寧靜式希望感為中介變項，復原力為依變項的「解釋風格、希望感與復原力模型」獲得支持。
    最後，研究者根據研究結果提出建議，以供未來研究參考。
    The relationship among explanatory style, hope, and resilience variables was explored and discussed in this study. The Adolescent Explanatory Style for Good Events Inventory, the Adolescent Explanatory Style for Bad Events Inventory, the Adolescent Enhanced Hope Inventory, the Adolescent Peaceful Hope Inventory, and the Adolescent Resilience Inventory were used as measurement instruments. A total of 417 secondary school students with learning disabilities (LD) in Taiwan participated in this study and data were analyzed by one-way MANOVA, two-way MANOVA, and Structural Equation Modeling.
    The findings of this study are listed:
    1. As for explanatory style for good events, students with LD have the tendecncy towards internal, stable and specific attribution, and their explanatory style for bad events is more internal, unstable and specific. They can also perceive highly enhanced hope, peaceful hope, and resilience.
    2. Female students have higher pathway thinking than male students. Students who received direct special education service have higher personalization explanatory style for bad events than students received no services. Participants with optimistic explanatory style have higher agency thinking, pathway thinking, flexible adaptation, and persisting effort than the ones with the pessimistic explanatory style. Students with poor adaptation have higher pervasiveness explanatory style for bad events than students with good adaptation. Students with good adaptation have higher spirit willpower than students with poor adaptation.
    3. Students with LD have higher personalization explanatory style for good events, permanence explanatory style for good events, personalization explanatory style for bad events, pervasiveness explanatory style for bad events, agency thinking, and face challenges than regular students. Students without LD only have higher pervasiveness explanatory style for good events than the ones with LD.
    4. The results suppot the model in which explanatory style, hope and resilience, using explanatory style for good/bad served as independent variables whereas the resilience is the dependent variable. The enhanced hope and peachfule hope are the mediator variables.
    Suggestions are provided for further research.
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