经历语言困难的青少年的自我概念

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Noni Darmawati Sukmaretny
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引用次数: 0

摘要

有语言障碍的青少年与他们的父母、同龄人和周围的社区沟通有困难。此外,语言困难会影响青少年的自我概念,自我概念是生活中很重要的事情,尤其是对青少年来说,因为青少年对自我概念的理解将决定和指导在各种情况下的行为。本研究旨在了解经历语言困难的青少年自我概念的形态,以及语言困难对青少年在校学习困难的影响。本研究的对象是三名仍在上学且存在语言障碍的青少年,根据DSM IV的分类,即混合性接受-表达语言障碍,研究者选取的供者是三名被调查者的亲生母亲。使用的方法类型是定性现象学方法和理论抽样技术。本研究结果表明,被调查者二和被调查者三形成了积极的自我概念,他们都承认自己的不足,并努力改进自己。同时,被访者I形成了消极的自我概念,被访者I不接受自己的缺点,不去努力提高自己,被访者I对竞争持悲观态度,认为自己没有能力去战斗。被调查者I, II和III在学校遇到了学习困难,然而,被调查者II和III通过在上课前练习来解决他们的学习困难,而被调查者I更喜欢沉默或生气,因为他们无法表达自己的想法。因此,研究表明,根据自我概念形成的不同方面、因素和过程的影响,三名被调查者形成了一个自我概念,对学习困难的影响是不同的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Self-concepts of Adolescents who Experience Language Difficulties
Teens who experience language difficulties have difficulty communicating with their parents, peers and the community around them. In addition, language difficulties can affect adolescent self-concept, self-concept is an important thing in life, especially for adolescents, because adolescents' understanding of self-concept will determine and direct behavior in various situations. This study aims to determine the form of self-concept of adolescents who experience language difficulties and the impact of language difficulties on learning difficulties of adolescents in school. The objective of this study were three adolescents who were still in school and experiencing language difficulties with the classification according to DSM IV, namely, mixed receptive-expressive language disorders and the informants taken by the researcher were the biological mothers of each of the three respondents. The type of approach used is a qualitative phenomenological approach with a theoretical sampling technique. The results of this study indicate that respondents II and III form a positive self-concept in which both respondents accept their shortcomings and try to improve themselves. Meanwhile, respondent I formed a negative self-concept where respondent I did not accept his shortcomings and did not try to improve himself, respondent I was pessimistic about the competition and thought he was unable to fight. Respondents I, II and III experienced learning difficulties at school, however, respondents II and III had a solution to their learning difficulties by practicing before presenting the lesson, while respondent I preferred to be silent or angry because they could not express what they thought. So the study show that the three respondents form a self-concept and the impact on learning difficulties is different according to the influence of different aspects, factors and processes of self-concept formation.   
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