听障学生的主观幸福感、社会支持现状及其关系研究

发布时间：2018-04-25 06:07

本文选题：听障学生 + 主观幸福感　；参考：《徐州师范大学》2011年硕士论文

【摘要】：为了考察不同性别、年级、家庭结构及不同地区的听障学生主观幸福感和社会支持的发展状况及特点,进而探讨社会支持与听障学生的主观幸福感之间的相互关系,本研究在系统地分析和梳理国内外研究成果的基础上,采用文献法、问卷调查法等研究方法进行研究。并基于研究结论对听障学生健康教育提出有针对性的对策建议,这对于促进听障学生身心健康发展,减轻社会、家庭负担,提高全民族素质具有重要的现实意义。本研究在被试的选择上选取了徐州、淮北、新沂、邳州特教学校的366名听障学生,以《青少年学生生活满意度量表》、《情感平衡量表》和《领悟社会支持量表》为研究工具,通过随机取样,分别测查听障学生的生活满意程度、正性及负性情感以及其主观体验到的社会支持状况。通过对结果的数据分析发现: 1、听障学生的主观幸福感和领悟社会支持在性别上表现出显著差异。女生的总体主观幸福感的水平高于男生。在社会支持、家庭支持、朋友支持和其他支持方面,听障学生也显示出了显著的性别差异,总体上是女生要高于男生。 2、听障学生的主观幸福感和领悟社会支持表现出年级差异。除自由满意度之外,听障小学生的友谊、家庭、学校、环境、学业满意度以及整体生活满意度显著高于听障初中生和高中生;初中听障学生的学业满意度显著高于高中听障学生。在朋友支持方面,听障学生也显示出了显著的年级差异,小学听障学生的朋友支持得分显著高于高中生。 3、听障学生的主观幸福感和领悟社会支持表现出家庭结构等方面的差异。单亲家庭听障学生生活满意度得分显著低于非单亲家庭听障学生;单亲家庭听障学生社会支持得分也显著低于非单亲家庭听障学生;父母为正常人的听障学生自由满意度显著高于父母是聋人的听障学生;非独生子女的学业满意度显著高于独生子女。家庭经济状况对听障学生的主观幸福感和社会支持不存在显著性影响。 4、听障学生的主观幸福感和领悟社会支持均表现出地区差异。总的来说,城市听障学生的生活满意度及社会支持状况均高于县区的听障学生。 5、听障学生主观幸福感和各来源社会支持存在显著正相关。听障学生的各来源社会支持的分数越高,其主观幸福感的分数也就越高。不同来源的社会支持对主观幸福感各维度产生的预测力不尽相同,家庭支持的预测力最佳,其次为朋友支持。
[Abstract]:In order to investigate the development and characteristics of subjective well-being and social support of hearing impaired students in different gender, grade, family structure and different regions, the relationship between social support and subjective well-being of hearing impaired students was explored. On the basis of systematically analyzing and combing the research results at home and abroad, this study adopts the methods of literature, questionnaire and so on. Based on the conclusion of the study, the author puts forward some countermeasures and suggestions for the health education of the hearing-impaired students, which is of great practical significance in promoting the development of the hearing-impaired students' physical and mental health, lightening the burden of society and family, and improving the quality of the whole nation. In this study, 366 hearing impaired students from Xuzhou, Huaibei, Xinyi and Pizhou Special Education Schools were selected, and the life satisfaction scale, emotional balance scale and perceived Social support scale were used as the research tools. The degree of life satisfaction, positive and negative emotions and social support of subjective experience of hearing impaired students were measured by random sampling. Data analysis of the results shows that: 1. Subjective well-being and perceived social support of hearing impaired students showed significant gender differences. The overall subjective well-being of girls is higher than that of boys. In terms of social support, family support, friend support and other support, students with hearing impairment also showed significant gender differences, generally speaking, girls were higher than boys. 2. The subjective well-being and perceived social support of hearing impaired students showed grade differences. In addition to freedom satisfaction, the friendship, family, school, environment, academic satisfaction and overall life satisfaction of hearing impaired pupils were significantly higher than those of hearing impaired junior high school students and senior high school students. The degree of academic satisfaction of hearing impaired students in junior high school was significantly higher than that in high school hearing impaired students. In the aspect of friend support, the students with hearing impairment also showed significant grade differences. The scores of friends support of primary school students with hearing impairment were significantly higher than those of high school students. 3. The differences of subjective well-being and perceived social support of hearing impaired students are family structure. The score of life satisfaction of single parent family hearing impaired students was significantly lower than that of non single parent family hearing impaired students, and the social support score of single parent family hearing impaired students was significantly lower than that of non single parent family hearing impaired students. The degree of satisfaction of hearing impaired students with normal parents was significantly higher than that of deaf students, and that of non-only children was significantly higher than that of only children. Family economic status had no significant effect on subjective well-being and social support of hearing-impaired students. 4. There were regional differences in subjective well-being and perceived social support of hearing impaired students. In general, the life satisfaction and social support of urban hearing-impaired students were higher than those of county hearing-impaired students. 5. There was a significant positive correlation between subjective well-being and social support. The higher the score of social support, the higher the score of subjective well-being. Social support from different sources has different predictive power on each dimension of subjective well-being, family support is the best, followed by friend support.
【学位授予单位】：徐州师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G449

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