本研究旨在探討弱勢青少年學習心理特徵，包括人際需求、自我價值的發展、面對困難的正向思考能力以及挫折容忍力四個面向之現況以及對學習態度之影響分析。本研究以國小五年級至九年級弱勢青少年為研究對象，有效樣本數969份。所使用的研究工具為自編「國中小學生學習心理特徵調查表」，所得資料以描述統計、t檢定、單因子變異數分析、皮爾森積差相關、迴歸分析等統計方法進行分析。歸納研究結果如下： 一、青少年學習心理特徵受弱勢家庭身分影響較小，其與學業成就表現有關 二、弱勢青少年並非皆為學業低成就，學業成就表現越高其學習心理特徵越好 三、弱勢青少年因不同背景變項其學習心理特徵有差異存在 四、弱勢青少年學習心理特徵表現越正向，其學習態度也趨於正向發展 五、挫折容忍力為預測弱勢青少年學習態度之最大共通預測值 依據研究結果與討論，研究者提出對未來研究或學校教師、輔導諮商人員、政府與民間單位一個省思，重新思考分配補助方向及觀察向度，亦可針對弱勢學生之心理狀態照顧增加心理輔導與諮商協助與補助，之後再接受學業相關之補救教學，勢必更能充分發揮學生的能力，讓方案、政策投資達到最大效益。 This research was designed to explore the disadvantaged teenagers’ psychological characteristics in learning (including interpersonal demands, the development of self-esteem, positive thinking in face of difficulties, and frustration tolerance) and to analyze the influence on learning attitude. This research targeted the disadvantaged teenagers from fifth to ninth grade with effective sample of 969. The research instrument “A questionnaire survey on elementary and junior high school students’ psychological characteristics in learning” was designed by the researchers to achieve research purpose. The collected data was analyzed by utilizing descriptive statistics, T-test, One-way ANOVA, Pearson’s product-moment correlation and Regression. The research results were as the following: 1.Teenagers’ psychological characteristics are less influenced by the family background but by the performance of academic achievement. 2.Not all the disadvantaged teenagers perform low academic performance. The higher academic achievement they perform, the better psychological characteristics they have 3.Different background variables result in disadvantaged teenagers'' different psychological characteristics. 4.The more positive psychological characteristics the disadvantaged teenagers perform, and the more positive learning attitude they develop. 5.Frustration tolerance is the best predictor on the disadvantaged teenagers'' learning attitude. Based on research findings and discussion, the researchers proposed a new direction for future researchers, school teachers, guidance counseling staff, government and the private sector to reflect and to rethink the distribution of grants and multi-dimension observation. Providing care to the disadvantaged students’ mental condition and mental consulting followed by academic-related remedy instruction enabled disadvantaged teenagers to explore their abilities. It made the programs and policies achieve the greatest benefit.
