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Life skills self-efficacy in students with specific learning difficulties in Hong Kong
Date Issued
2014
Publisher
Centre for Advancement in Inclusive and Special Education (CAISE), Faculty of Education, The University of Hong Kong
Journal
ISSN
2305-1922
Citation
CAISE Review, 2014, vol. 2, pp. 139-153.
Type
Peer Reviewed Journal Article
Abstract
This paper reports the life skills self-efficacy among junior secondary students (S.1 - S.3) with specific learning difficulties in reading and writing (SpLD, dyslexia), in Hong Kong. A sample of 133 students with SpLD completed the Life Skills Development Self-Efficacy Inventory. This instrument has four scales covering skills in areas of academic, personal, social, and career and talent development. Previous international studies have suggested that students with SpLD exhibit more difficulties in these areas when compared to non-SpLD students―but results from the present study indicated that participants in Hong Kong possessed reasonably positive views of their self-efficacy in the four domains. Their level of overall self-efficacy was comparable to that of a local normative group, although a few subtle differences were identified. The implications of the findings are discussed.
本文對有讀寫障礙的初中生(從中一到中三)的生活技能自我效能感進行了研究.來自香港的 133 名有讀寫障礙的學生完成了生活技能發展自我效能感量表.這套量表涵蓋學習能力,身心發展,社會技能以及職業與才華發展四個維度.以往的國際研究顯示,有讀寫障礙的學生在這四個方面比沒有讀寫障礙的學生表現出更多的困難.但是本研究結果表明,有讀寫障礙的香港學生在上述四個維度上的自我效能感表現出相當積極的態度. 盡管存在一些細微的差別,但是他們的整體自我效能感水平幾乎與本地一般學生持平. 文章最後還對研究結果進行了討論.
本文對有讀寫障礙的初中生(從中一到中三)的生活技能自我效能感進行了研究.來自香港的 133 名有讀寫障礙的學生完成了生活技能發展自我效能感量表.這套量表涵蓋學習能力,身心發展,社會技能以及職業與才華發展四個維度.以往的國際研究顯示,有讀寫障礙的學生在這四個方面比沒有讀寫障礙的學生表現出更多的困難.但是本研究結果表明,有讀寫障礙的香港學生在上述四個維度上的自我效能感表現出相當積極的態度. 盡管存在一些細微的差別,但是他們的整體自我效能感水平幾乎與本地一般學生持平. 文章最後還對研究結果進行了討論.
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