A Study of Interpersonal Self-Efficacy On Elementary School Students with Attention-Deficit/Hyperactivity Disorder

• Main Authors: Wu, Pohui, 吳柏慧
• Other Authors: Li, Iming
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/14896432017278567517

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 99 === A Study of Interpersonal Self-Efficacy On Elementary School Students with Attention-Deficit/Hyperactivity Disorder Wu, Po-Hui Abstract The purpose of this study is to explore the current situation of interpersonal self-efficacy among elementary students with Attention-Deficit/Hyperactivity Disorder and to analyze the difference situation of different background variable about interpersonal self-efficacy among elementary students with Attention-Deficit/Hyperactivity Disorder. To achieve the above aims, this study adopted the data collection method of a survey, and it investigated the elementary students of the third grade to sixth grade during the 2011 school year within the Taipei County, including 76 students. The research instrument is“Questionnaire of interpersonal self-efficacy among elementary students within Taipei County”.The results were analyzed with descriptive statistics, T-test, one-way ANOVA. The conclusion and findings were listed as follows: 1.Interpersonal self-efficacy among elementary students with Attention-Deficit/Hyperactivity Disorder revealed an above middle level. 2.Among three aspects about interpersonal self-efficacy among elementary students with Attention-Deficit/Hyperactivity Disorder, “Interpersonal self-efficacy with partners”revealed the highest score, followed by “Interpersonal self-efficacy with families”, while“Interpersonal self-efficacy with teachers”got the lowest score. 3.There is no significant difference about interpersonal self-efficacy among elementary students with Attention-Deficit/Hyperactivity Disorder in the sexual variable. 4.There is significant difference about interpersonal self-efficacy among elementary students with Attention-Deficit/Hyperactivity Disorder in the grade variable. By Scheffe method Analysis, the performance of third grade is higher than sixth grade. 5.There is no significant difference about interpersonal self-efficacy among elementary students with Attention-Deficit/Hyperactivity Disorder in the variable of whether to have both other disability categories. Based on the above findings, constructive suggestions were provided for the parents, teachers, and school authorities. Further research was also suggested. Keywords: Attention-Deficit/Hyperactivity Disorder、interpersonal relationship、self-efficacy