第六章 研究結論與建議
第三節、 研究建議
一、分析性別、學習障礙亞型對學習障礙大學生韌性發展影響
從文獻分析中可知，性別、學習障礙困難亞型、以及家庭教養等因 素，可能影響學習障礙學生社會人際適應與學業學習適應品質，例如：
自我概念、交友（品質）、自我協調能力、情緒能力與依附關係等（Wiener
& Timmermanis, 2012），建議後續研究可針對性別、困難亞型、或者家庭 教養因素等因素，探究其對學習障礙大學生韌性展現可能產生的影響機
制，以進一步理解其中相對深層的機轉變化。除此之外，往後研究亦可 針對不同的社群進行研究取樣，例如：從大學資源教室徵求有意願參與 研究的學習障礙大學生，用以挖掘更多不同韌性發展主題的生命故事。
二、以不同方式收集和分析學習障礙大學生生命故事
後續研究可透過不同資料收集與分析方式，針對學習障礙大學生生 命故事內容，進行韌性發展機制或發展歷程的探究，例如：以個案分析 法研究學習障礙大學生社群可能獨有的危險和保護機制，用以區辨學習 障礙大學生與其他障礙類群大學生韌性展現歷程的異同；據此，或許可 藉以獲得其他不同向度的研究發現與洞見。
三、深度討論學習障礙隱形運作機制對自我和社會支持系統的影響 本研究發現三位學習障礙大學生韌性發展歷程，深受自我系統與社 會支持系統影響，也試圖從個別差異中歸整促發韌性展現的相關界面與 元素；建議往後研究針對學習障礙構成的隱形影響機制進形深度探究，
用以理解隱形障礙對於個體自我系統和社會支持系統發展，究竟會產生 怎樣的特定影響，或許可以累積找出促進學習障礙學生（或者其他隱形 障礙個體）韌性發展的門檻條件，助益實務工作者設計預防性介入措施。
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