| Summary: | 碩士 === 國立屏東師範學院 === 特殊教育學系碩士班 === 93 === ABSTRACT
The main purposes of this study were to investigate: (1) whether the differences existed in the communication attitude, the communication anxiety and the school adjustment among stuttering children according to their various background variables (stuttering severity, stuttering familial history, and receiving therapy or not), and whether the differences occurred in these three variables between stuttering and nonstuttering children according to their background variables (grade, family social economic status); (2) whether a high correlation existed between the teacher-rated and the stuttering-children-reported communication anxieties; (3) whether the stuttering severity, the communication attitude, and the communication anxiety of the stuttering children related to each other, and whether the three variables were predictors to stuttering children’s school adjustment. There were 34 stuttering children and 34 children without stuttering in the elementary schools recruited as the experimental and the control group, respectively. The data were analyzed by t-test, one-way ANOVA, two-way ANOVA, Pearson product-moment correlation and multiple regression analysis.
The results show that no matter what background variables (stuttering familial history and receiving therapy or not) they are, no significant differences in the communication attitude, the communication anxiety, and the school adjustment among stuttering children, whereas differences appear in communication attitude and anxiety because of the various stuttering severity levels. The severe stuttering children perform most poorly. The different background variables (grade and family social economic status), however, can’t discriminate stuttering and nonstuttering children in communication attitude, communication anxiety, and school adjustment. Additionally, the communication anxieties rated by the teachers are lowly related to those of the stuttering children reported. The stuttering severity, communication attitude, and communication anxiety are significantly related to each other. The correlation between communication attitude and communication anxiety is the highest. The three variables can simultaneously predict stuttering children’s school adjustment significantly, but any of them can’t do it alone. Finally, the limitation of this study and the suggestions for worthwhile future research were discussed.
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