智力障碍青少年自我决定研究
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摘要
促进残障者的自我决定能力是引导他们走向独立生活、成功转衔、融入社区及满足个人需要获得更多尊重和自信的关键要素。国外关于残障者自我决定的研究有很长的历史,国内的研究廖廖无几。本研究试图借助国外丰富的研究成果,跨越文化背景的差异,系统探索智力障碍青少年自我决定的结构与特点,并在干预研究的基础上探索在中国进行残障者自我决定理论与实践研究的有效途径。
本研究的自我决定理论构想包括四个维度和十六个构成要素,四个维度是自主、自我调节、心理赋权和自我实现,十六个构成要素是生活独立,做选择,做决定,目标设置,问题解决,执行任务,自我观察、评估和强化,自我拥护,自我指导,交流,心理控制,自我效能,积极归因,结果预期,自我觉知和自我知识,十六个构成要素分属于四个维度。
研究分五部分,第二到四部分是相互联系、层层递进并互为论证的实证研究。
第一部分在分析国内外残障领域与自我决定相关的概念发展、理论模型、教育教学实践及相关研究的基础上,提出智障青少年自我决定的理论构想,并阐释本研究的整体设计。
第二部分通过半结构访谈收集与智障青少年自我决定环境密切相关的资料进行质的研究,编制智力障碍青少年自我决定自评问卷并检验,以确定智障青少年自我决定结构。
第三部分使用智障青少年自我决定自评问卷施测并研究智障青少年自我决定的特点,研究结果表明：不同智力障碍程度的青少年自我决定差异极其显著；是否独生的智障青少年自我决定差异显著；不同曾读学校的智障青少年自我决定差异极其显著；不同地区的智障青少年自我决定没有显著性差异。
第四部分使用单一被试设计对智障青少年进行自我决定两个构成要素的教学干预,结果表明：通过对智障青少年自己设定的教学内容进行目标设置与问题解决的干预教学,同时辅以自我决定教学策略的理念引导学习过程,在学习内容达到80%熟练的基础上,学生的目标设置与问题解决通过百分比获得明显进步。
第五部分对自我决定的基础研究和干预研究进行综合讨论和总结。
Promoting disabled people's ability to self-determination is the key factors to lead them to independent living, success in transition, integration into the community and to meet the individual needs to get more respect and confidence. The research on self-determination of disabled persons abroad has a long history, but very few inland. This study attempts to explore the structure and characteristics of self-determination of young people with intellectual disabilities systematically, to cross cultural differences, by means of the plentiful research results from foreign countries, and to explore effective way of self-determination theory and practice on the basis of intervention to them in China.
The concept of self-determination theory consists of autonomy, self-regulation, psychological empowerment and self-realization, including sixteen elements such as independence, choice-making, decision-making, goal-setting, problem-solving, task execution, self-observation, evaluation and reinforcement, self-advocacy, self-instruction, communication, locus of control, self-efficacy, positive attribution, outcome expectancy, self-awareness and self-knowledge.
The study comprises five parts, which the second to the fourth part is empirical research which is interrelation, demonstrates mutually and progression step by step.
The first part puts forward the theory ideas of self-determination of young people with intellectual disabilities and explains the overall design of this study, by analyzing concepts and its evolution, theoretical model, education and teaching experience and correlational study of self-determination in the disability field at home and abroad.
The second part determinates the structure of self-determination for young people with intellectual disabilities, which is made of still four dimensions and sixteen elements adjusted, by qualitative research on environment through semi-structured interviews to parents and teachers of young people with intellectual disabilities, and developing self-report questionnaire of self-determination for young people with intellectual disabilities.
The third part studies characteristics of self-determination of the young people with intellectual disabilities:the extremely significant difference on the self-determination of young people with different degrees of intellectual disabilities; the significantly different on the self-determination of young people with intellectual disabilities who is one child or not in his/her family; the very significantly different on the self-determination of young people with intellectual disabilities who had attended the difference school previous; no significant difference on the self-determination of young people with intellectual disabilities who come from different area, by testing questionnaire of self-determination of young people with intellectual disabilities.
The fourth part is teaching intervention using a single-subject design to the young people with intellectual disabilities with the two elements of self-determination. The results showed:significant progress achieved by young people with intellectual disabilities by percentage by teaching how to set their own goal and to solve problems, while secondary teaching strategies in order to determine the concept of self-guided learning process, learning content up to 80% on the basis of proficiency.
The fifth part is comprehensive discussion and summary to the self-determination of basic research and intervention studies.
本研究的自我决定理论构想包括四个维度和十六个构成要素,四个维度是自主、自我调节、心理赋权和自我实现,十六个构成要素是生活独立,做选择,做决定,目标设置,问题解决,执行任务,自我观察、评估和强化,自我拥护,自我指导,交流,心理控制,自我效能,积极归因,结果预期,自我觉知和自我知识,十六个构成要素分属于四个维度。
研究分五部分,第二到四部分是相互联系、层层递进并互为论证的实证研究。
第一部分在分析国内外残障领域与自我决定相关的概念发展、理论模型、教育教学实践及相关研究的基础上,提出智障青少年自我决定的理论构想,并阐释本研究的整体设计。
第二部分通过半结构访谈收集与智障青少年自我决定环境密切相关的资料进行质的研究,编制智力障碍青少年自我决定自评问卷并检验,以确定智障青少年自我决定结构。
第三部分使用智障青少年自我决定自评问卷施测并研究智障青少年自我决定的特点,研究结果表明：不同智力障碍程度的青少年自我决定差异极其显著；是否独生的智障青少年自我决定差异显著；不同曾读学校的智障青少年自我决定差异极其显著；不同地区的智障青少年自我决定没有显著性差异。
第四部分使用单一被试设计对智障青少年进行自我决定两个构成要素的教学干预,结果表明：通过对智障青少年自己设定的教学内容进行目标设置与问题解决的干预教学,同时辅以自我决定教学策略的理念引导学习过程,在学习内容达到80%熟练的基础上,学生的目标设置与问题解决通过百分比获得明显进步。
第五部分对自我决定的基础研究和干预研究进行综合讨论和总结。
Promoting disabled people's ability to self-determination is the key factors to lead them to independent living, success in transition, integration into the community and to meet the individual needs to get more respect and confidence. The research on self-determination of disabled persons abroad has a long history, but very few inland. This study attempts to explore the structure and characteristics of self-determination of young people with intellectual disabilities systematically, to cross cultural differences, by means of the plentiful research results from foreign countries, and to explore effective way of self-determination theory and practice on the basis of intervention to them in China.
The concept of self-determination theory consists of autonomy, self-regulation, psychological empowerment and self-realization, including sixteen elements such as independence, choice-making, decision-making, goal-setting, problem-solving, task execution, self-observation, evaluation and reinforcement, self-advocacy, self-instruction, communication, locus of control, self-efficacy, positive attribution, outcome expectancy, self-awareness and self-knowledge.
The study comprises five parts, which the second to the fourth part is empirical research which is interrelation, demonstrates mutually and progression step by step.
The first part puts forward the theory ideas of self-determination of young people with intellectual disabilities and explains the overall design of this study, by analyzing concepts and its evolution, theoretical model, education and teaching experience and correlational study of self-determination in the disability field at home and abroad.
The second part determinates the structure of self-determination for young people with intellectual disabilities, which is made of still four dimensions and sixteen elements adjusted, by qualitative research on environment through semi-structured interviews to parents and teachers of young people with intellectual disabilities, and developing self-report questionnaire of self-determination for young people with intellectual disabilities.
The third part studies characteristics of self-determination of the young people with intellectual disabilities:the extremely significant difference on the self-determination of young people with different degrees of intellectual disabilities; the significantly different on the self-determination of young people with intellectual disabilities who is one child or not in his/her family; the very significantly different on the self-determination of young people with intellectual disabilities who had attended the difference school previous; no significant difference on the self-determination of young people with intellectual disabilities who come from different area, by testing questionnaire of self-determination of young people with intellectual disabilities.
The fourth part is teaching intervention using a single-subject design to the young people with intellectual disabilities with the two elements of self-determination. The results showed:significant progress achieved by young people with intellectual disabilities by percentage by teaching how to set their own goal and to solve problems, while secondary teaching strategies in order to determine the concept of self-guided learning process, learning content up to 80% on the basis of proficiency.
The fifth part is comprehensive discussion and summary to the self-determination of basic research and intervention studies.
引文
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