The relationship among explanatory style, hope, and resilience on students with learning disabilities

• Main Authors: Wu, Ping Ruey, 吳秉叡
• Other Authors: Yu, Min Ning
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/35564559917055055522

博士 === 國立政治大學 === 教育研究所 === 101 === 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.