對於智能障礙學生而言，自我決策是其做選擇、做決定，且能自我掌控、獨立生活的重要能力。本研究之樣本來自中國大陸湖北省部分縣市的特殊教育學校與普通學校。研究的主要目的在於探討智障學生自我決策能力、學校支持及家庭支持之現況，比較其與普通學生之差異，分析不同背景變項下智障學生之差異，分析學校支持、家庭支持與自我決策能力的關係。研究採問卷調查法，取樣方式爲立意取樣，問卷爲改編，其向度爲自我了解、心理賦權、自我調整及獨立自主。
研究結果顯示，在自我決策個人能力現況部分，智障學生自我決策能力顯著低於普通學生；智障學生不同性別、生源地以及父親的教育程度差異不顯著，而不同年齡段、智力等級、教育階段、住宿形式、母親教育程度、父親職業類別差異顯著，母親的職業類別在自我了解能力向度有顯著差異。跨變項之分析結果爲輕度智障學生自我決策能力顯著落後於普通學生，大齡智障學生（16歲及以上）顯著低於普通五年級學生，大齡輕度智障學生與五年級學生沒有顯著差異，高職智障學生顯著落後於五年級學生，高職輕度智障學生與五年級學生沒有顯著差異。
在學校支持部分，普通學生與智障學生感知到的學校支持差異不顯著。智障學生不同性別、生源地、教育階段、住宿形式的學校支持程度差異不顯著。不同年齡段、智力等級的學校支持差異顯著。
在家庭支持部分，普通學生感知到的家庭支持程度顯著高於智障學生。智障學生不同性別、教育階段、父母職業類別之家庭支持差異不顯著。不同智力等級、生源地、住宿形式、父母教育程度之家庭支持有顯著差異。智障學生不同年齡段之家庭支持在自我了解向度有顯著差異。
相關分析結果顯示：智障學生自我決策能力整體分數與學校支持程度的分數呈顯著的正相關，與家庭支持程度的分數呈顯著的正相關。學校支持與家庭支持亦呈現顯著正相關。多元回歸分析的結果顯示學校支持、家庭支持，可解釋智障學生自我決策能力26.7%的變異。學校支持與家庭支持不同向度的回歸分析結果顯示，在学校支持部分，自我了解支持、心理賦權支持可顯著預測個人自我決策能力，在家庭支持部分，獨立自主支持可顯著預測個人自我決策能力。
最後，本研究建議進一步提升學生個人自我決策能力水準、學校支持及家庭支持水準；增強學校與家庭合作，共同提升智障學生自我決策能力。

Self-determination is an important ability for students with intellectual disabilities（ID）to make choices, make decisions, and control their own lives. The sample of this study was taken from special education schools and general schools in Hubei Province, Chinese Mainland. This study aims to: (1) explore the current status of self-determination, school and family support level among students with ID; (2) compare the significant differences between students with ID and ordinary students; (3) compare whether there are significant differences in background variables such as gender and age among students with ID in self-determination abilities, school and family support; (4) analyze the correlation between school support, family support, and the self-determination abilities of students with ID.
Regarding the research methodology, a questionnaire survey is conducted through purposive sampling. The tools utilized in this study have been adapted from established questionnaires, while the questionnaire dimensions encompass autonomy, self-regulation, psychological empowerment, and self-realization.
The results show that there are no significant differences in the self-determination of students with ID in terms of different genders, students’ region and father’s education level. However, there are significant differences in age groups, intelligence levels, students’ educational stages, living environment, and father’s occupational type. In the variable of mother’ occupational type, it has a significant difference in students’ self-realization. The self-determination ability of ordinary students is significantly higher than that of students with ID. The cross variable analysis results show that students with mild ID have significantly lower self-determination abilities than ordinary students; Older students with ID (aged 16 and above) are significantly lower than fifth grade students; There is no significant difference between older students with mild ID and fifth grade students; High vocational school students with ID have significantly lower self-determination abilities compared to fifth grade students; There is no significant difference between high vocational school students with mild ID and fifth grade students.
In terms of school support, there are no significant differences in the level of support for students with ID among different genders, students’ region, students’ educational stages, and living environment. However, significant differences in school support exist among different age groups, intelligence levels. Moreover, there is no significant difference in school support between ordinary students and those with ID.
Regarding family support, there are no significant differences in the level of support for students with ID among genders, students’ educational stages, parents’ occupational types. However, significant differences in family support exist among intelligence levels, students’ origin, living environment, and parents’ education level. In the variable of age groups, it has significant difference in self-realization support. Moreover, the level of family support for ordinary students is significantly higher than that for students with ID.
The results of the correlation analysis between students’ self-determination ability, school support, and family support indicate that the overall score of self-determination ability for students with ID is significantly positively correlated with both school support and family support. Additionally, there is a significant and positive correlation between school support and family support. The results of multiple regression analysis reveal that school support and family support can explain 26.7% the variance of students’ self-determination ability. Furthermore, the results of linear regression analysis demonstrate that school self-realization support, school psychological empowerment support, and family autonomy support can significantly predict the self-determination ability of students with ID.
In conclusion, it is hoped that attention can be given to improving the level of self-determination, school support, and family support for students with ID. Moreover, increasing collaboration between schools and families can collectively enhance students’ self-determination.

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