自我概念對個體往後的身心發展與生活品質皆具相當的重要性，而良好的家庭互動對於自我概念具有正向的影響。本研究以家庭系統理論為主軸，將自我概念視為家庭功能並聚焦於家庭互動中親子與手足關係，探討學習障礙學生之家庭互動與自我概念之間的關係。
研究者採用混合型研究法中的多重檢核設計，針對同樣的研究問題，同時使用量化與質性資料交互驗證和補充研究結果。藉由問卷調查了解學習障礙學生家庭互與自我概念之現況，並以描述性統計、皮爾森積差相關和簡單線性迴歸分析此現況以及家庭互動和自我概念之間的關係，再藉由半結構式訪談深入探討其內涵。問卷填答之對象為國中教育階段之學習障礙學生（N = 77），訪談對象為五位國一至國三的學習障礙學生。
研究結果指出國中學習障礙學生知覺之親子關係現況是高關懷低保護的，父母的日常問候以及對學習障礙的了解可以促進親子關係；手足關係中庸，與非學習障礙學生的手足關係相似，雖有衝突但不至於敵視對方；社會自我概念現況偏高，青春期的學習障礙學生對家庭的依賴性仍高、學業自我概念則略低於中間值。在相關性的部分，親子關係與手足關係、自我概念的相關皆具有正相關且達統計顯著性；手足關係與自我概念具正相關未達統計顯著性，質性結果發現良好的手足關係可以增進學習障礙學生的自信。最後，研究結果發現親子關係對自我概念具有顯著的解釋力，正向的親子關係可以促進學習障礙學生對自我的看法。
本研究為國內首次以障礙者的角度同時調查親子關係、手足關係以及自我概念現況之研究，補足了過去文獻少以家庭為背景探討學習障礙學生自我概念之不足處。建議在實務方面，家長及實務工作者可以藉由相關影片、書籍與演講增進對學習障礙的了解之外，於日常生活中也應多肯定學習障礙學生的優勢能力；在未來研究方面，可以納入不同背景的研究參與者，以探討個體的背景變項對家庭互動與自我概念之影響程度。

Self-concept is important for an individual's physical mental development and quality of life, and family interactions positively impact self-concept. Grounded in family system theory, this study conceptualized self-concept as a family function, focused on parent-child and sibling relationships in family interactions, to investigate the relationship between self-concept and family interactions among students with learning disabilities.
The researcher adopted a triangulation design in a mixed method research approach, using both quantitative and qualitative data to validate and supplement the findings for the same research questions. This study explored the current condition of self-concept and family interactions among students with learning disabilities through descriptive statistics; and examined relationships between self-concept and family interactions with Pearson's Covariance Correlation and simple linear regression. The researcher also collected questionnaire data through semi-structured interviews. seventy-seven students with learning disabilities at the junior high school completed a self-administered online questionnaire and five students with learning disabilities were interviewed.
The results of the study indicated that the parent-child relationship of participants was high care and low protection, and the daily conversation from parents and the understanding of learning disabilities could improve the parent-child relationship. They reported neutral sibling relationship with common sibling rivalry and the sibling relationship of students with learning disabilities is just like that of ordinary students. Finally, the participants reported relatively high social self-concept and lower academic self-concept. The correlations between parent-child relationships were positively and statistically significant with sibling relationships or self-concept. Sibling relationship and self-concept were positively correlated although not statistically significant; the qualitative results suggested that good sibling relationship might improve participant’s self-confidence. Finally, it was found that the parent-child relationship had significant explanatory power on self-concept, and a positive parent-child relationship could enhance self-concept.
This study is the first study in Taiwan to investigate the current status of parent-child relationship, sibling relationship, and self-concept from the perspective of students with disabilities, which contributes to the knowledge for family studies on the self-concept of students with learning disabilities. It is suggested that parents and practitioners may improve their understanding of learning disabilities through related videos, books, and lectures; they should also recognize strengths of students with learning disabilities. Future researchers should recruite participants from diverse backgrounds to explore extent to which individual background variables affect family interactions and self-concept.

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