The Study of the Relationship among Self Concept, Achievement Motives, Life Adjustment of the Students with Physical Handicapped

• Main Authors: Hsino-Ping Ni, 倪小平
• Other Authors: 胡永崇
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/16174149958412529683

碩士 === 國立屏東師範學院 === 國民教育研究所 === 92 === The main purpose of this study is to explore what the relationship among the students with physical handicapped ‘ self concept, achievement motives, life adjustment. Based on literature survey, the instrument was self-designed handicapped “The Student with Physical Handicapped Self Concept Inventory in Elementary School” ” The Student with Physical Handicapped Achievement Motives Inventory in Elementary School” ” The Student with Physical Handicapped Life Adjustment Inventory in Elementary School”. There are180 subjects students with physical handicapped and 151 normal students randomly sampled from Kaohsiung city, Kaohsiung county, Pingtung county, Data were analyzed by the method of descriptive and inferential statistics, including Pearson correlation, Canonical correlation, one-way ANOVA, t-test, and multiple stepwise regression. The major results of the study are as follows： 1.The students with physical handicapped in elementary school perceive that among self concept, ‘family self concept’ is the most；among achievement motives, ‘sacrifice and devotion’ is the most；among life adjustment, ‘home life and member relationship’ is the most. 2.Different background variables make the students with physical handicapped self concept in elementary school vary greatly in some aspects. 3.Different background variables make the students with physical handicapped achievement motives in elementary school vary greatly in some aspects. 4.Different background variables make the students with physical handicapped life adjustment in elementary school vary greatly in some aspects. 5.The students with physical handicapped who have different self concept, achievement motives are also significantly different in their life adjustment. 6.The more self concept, the more achievement motives. The more self concept, the more life adjustment. The more achievement motives, the more life adjustment. 7.There are significantly different among self concept, achievement motives, life adjustment. 8.In all aspects of self concept, ’ Psychological self concept’ has the most explanation on the predictability of life adjustment. In all aspects of achievement motives, ‘Sacrifice and devotion’ has the most explanation on the predictability of life adjustment. In all aspects of self concept and achievement motives, ‘Sacrifice and devotion’ also has the most explanation on the predictability of life adjustment. 9.Normal student has more higher self concept, achievement motives, life adjustment than the students with physical handicapped.