摘要
研究采用问卷调查法,旨在探究听障和健听中学生社会支持、自我认同的现状及差异,并据此提出改善建议。调查结果显示,听障中学生在客观支持、支持利用度和社会支持总分上均显著低于健听中学生,但在主观支持维度上二者不存在显著差异;在自我认同方面,无论听障中学生还是健听中学生,女生的总得分均显著高于男生;高年级(10—12年级)中学生的总分显著高于低年级(7—9年级)中学生;主观支持、客观支持分别是听障中学生和健听中学生自我认同最主要的预测因子。研究发现,社会支持的不同成分对听障和健听中学生的自我认同有不同的影响,这为今后有针对性地促进听障中学生的自我认同提供了实证基础。
In order to understand the current status and differences in social support and self-identity between hearing-impaired and hearing middle school students,and to propose improvement suggestions,a questionnaire survey was conducted among them.The following conclusions can be drawn:Middle school students with hearing impairments have significantly lower scores in objective support,support utilization,and total social support than hearing students,but there is no significant difference in subjective support between them.In terms of self-identity,both hearing-impaired and hearing middle school students have significantly higher overall scores for girls than boys and the total score of high school students in grades 10—12 is significantly higher than that of low school students in grades 7—9.Subjective support and objective support are the main predi-ctive factors for self-identity among hearing-impaired and hearing students respectively.The important new finding of this study is that different components of social support have different impacts on the selfidentity of hearing-impaired and hearing middle school students.This provides a solid empirical basis for improving the self-identity of middle school students with hearing disabilities in a targeted manner in the future.
作者
洪明
刘小艳
HONG Ming;LIU Xiaoyan(School of Educational Sciences,Lingnan Normal University,Zhanjiang,Guangdong,524048)
出处
《现代特殊教育》
2026年第4期36-42,共7页
Modern Special Education
基金
广东省哲学社会科学2020年度项目“听障中学生社会支持、自我认同对其社会适应的影响”(GD20XXL02)的研究成果。
关键词
社会支持
自我认同
听障
健听
中学生
social support
self-identity
hearing impairment
hearing
middle school students
