听力障碍初中生社会支持系统的现状和特点

发布时间：2018-01-31 04:43

本文关键词： 听力障碍初中生社会支持系统重要他人　出处：《教育学报》2013年01期 　论文类型：期刊论文

【摘要】：采用问卷法调查125名听障初中生社会支持系统的特点,发现重要他人社会支持处于中下水平;母亲、教师和同性同学是主要支持者,父亲、异性同学和亲戚支持较少;重要他人的陪伴显著高于其他支持,亲密感显著低于其他支持;母亲、教师和同性同学情感支持较多,教师和母亲工具性支持较多,同性同学和母亲陪伴支持较多,父母和老师价值增进较多,各支持源亲密感都最少;男生感到父亲、亲戚和教师的陪伴高于女生,女生感到母亲和同学的陪伴高于男生;随年级升高,父亲、同性同学和教师工具性,母亲情感,教师价值增进支持呈倒U形,同学价值增进、亲密感和工具性支持显著增加,各支持源陪伴及亲密感总体下降,情感、工具性及价值增进支持总体上升。
[Abstract]:The characteristics of social support system of 125 middle school students with hearing impairment were investigated by questionnaire, and it was found that the social support of important others was at the middle and lower level. Mothers, teachers and same-sex students are the main supporters, fathers, heterosexual students and relatives are less supportive; Significant others' companionship was significantly higher than other support, intimacy was significantly lower than other support; Mothers, teachers and same-sex students have more emotional support, teachers and mothers have more instrumental support, same-sex students and mothers have more accompanying support, parents and teachers have more value, each source of support is the least intimate. The male students felt that their fathers, relatives and teachers were more accompanied than the girls, while the girls felt that their mothers and classmates were more accompanied than the boys. With the increase of grade, the instrumental nature of father, same-sex students and teachers, mother's emotion, teacher's value enhancement support were inverted U shape, classmate's value increased, intimacy and instrumental support increased significantly. The companionship and closeness of all support sources decreased, while emotional, instrumental and value enhancing support increased.
【作者单位】：北京师范大学发展心理研究所;北京师范大学教育学部;
【分类号】：B844.2
【正文快照】： 一、问题提出美国著名心理学家布朗芬布伦纳(Urie Bronfenbrenner)于19世纪70年代提出了人类发展的社会生态学模型(The Ecology of Human Development),认为发展是个体通过感知和应对环境而持续变化的过程,个体生活环境中的微观系统(包括家庭、同伴和学校等)是其生活的直接环

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