【作者】 刘敏；

【导师】 冯维；

【作者基本信息】 西南大学 ， 特殊教育学， 2015， 硕士

【摘要】 听障中学生由于感官残疾导致在成长过程中会比普通中学生遇到更多的困难和挫折。从小学进入中学后,听障中学生无论在学习、还是师生关系、亲子关系等方面都发生了很大的变化,面对生活中的这些变化他们会产生各种矛盾和冲突,从而导致挫折的体验。听障中学生对挫折的态度至关重要,积极的挫折态度有助于他们乐观、坦然的面对遭遇的挫折,采取积极的方式应对挫折情境。目前我国对挫折的研究主要集中于探讨普通青少年的挫折承受力现状,以及家庭、学校等因素对青少年挫折承受力的影响,国内尚未有人对听障中学生对挫折的态度进行研究。我们认为,研究听障中学生对挫折的态度很有必要。听障中学生对挫折的态度关系到其心理弹性的形成,积极的挫折态度可能会是心理弹性的内在保护因子,可以激发听障中学生运用内外资源积极调整,以获取积极的结果,提高他们生活适应的水平。根据以往研究,心理弹性与生活适应之间存在相互影响。所以本研究以听障中学生为研究对象,对其挫折态度进行考察,并结合心理弹性和生活适应两个因素,探讨三者之间所具有的内在关系。本研究弥补了国内在这方面研究的不足,为进一步提高听障中学生的抗挫折能力和生活适应水平提供实证证据,为更好推进我国听障中学生的心理教育提供参考和建议。本研究结果发现：(1)自编的《听障中学生对挫折的态度问卷》和改编的《听障中学生生活适应问卷》具有良好的信效度,符合教育测量学的要求,可以作为研究的测量工具。(2)听障中学生对挫折的态度分为三个维度,各维度得分从高到低依次是对挫折的积极行为倾向>对挫折正确认知>对挫折正面情绪。(3)听障中学生对挫折的正确认知在听力障碍时间和师生关系得分上存在显著性差异,先天听力障碍学生高于后天听力障碍学生,与教师关系亲密的听障中学生得分要高于与教师关系融洽、疏远、冷漠的学生。听障男生对挫折的正面情绪得分显著高于听障女生。听障女生对挫折积极行为倾向显著高于听障男生。(4)听障中学生对挫折的正确认知得分和对挫折态度的总分在年级和是否独生子女学生上存在显著性差异,在初中和高中阶段都是年级越高学生的得分越高,非独生子女学生得分高于独生子女学生。(5)听障中学生对挫折的正确认知、正面情绪和积极行为倾向得分在听障程度和学习成绩上存在显著性差异,听障程度为3级和4级的学生得分高于1级和2级的学生,学生成绩良好和中等的学生得分高于优秀和差的学生。(6)中部地区听障中学生对挫折的正确认知、积极行为倾向得分和总分高于东部和西部地区听障中学生；东部地区听障中学生对挫折正面情绪得分高于中部和西部地区学生。(7)听障中学生对挫折态度的三个维度得分和总分在性格倾向上存在显著性差异,内外向性格兼有的学生得分高于外向和内向性格的学生。(8)听障中学生心理弹性的乐观、坚韧、力量维度得分和总分在性格倾向和学习成绩上存在显著性差异,内外向性格兼有的学生得分高于内向和外向性格学生,学习成绩优秀和良好的学生得分高于中等和差的学生。初中阶段学生随年级升高其心理弹性水平会提高,高中阶段会随着年级升高心理弹性水平降低。(9)听障中学生学校适应维度得分和生活适应总分在地区、年级、是否独生子女、性格倾向、学习成绩上存在显著性差异。中部地区学生得分高于东部和西部地区学生,听障中学生的年级越高得分也越高,非独生子女学生得分高于独生子女学生,内外向性格兼有的学生得分高于外向和内向性格学生,学习成绩越优秀得分越高。(10)听障中学生对挫折态度三个维度及总分与心理弹性的坚韧、力量维度和总分呈显著正相关,听障中学生对挫折态度三个维度及总分与生活适应两个维度及总分呈显著正相关。(11)听障中学生心理弹性在其对挫折的态度和生活适应之间起部分中介作用。更多还原

【Abstract】 The hearing impaired students encounter more difficulties and frustrations than ordinary students in middle school due to their sensory disability. After entering high school from primary school, there have great changes taken place in learning, the relationship between teachers and students and parent-child relationship, the hearing impaired students will produce all kinds of contradictions and conflicts when they encounter these changes. The attitude of hearing impaired students to frustrations is important, positive attitude to frustration can help them to be optimistic and calm, and take a positive way to deal with the frustration.The current study of frustration in China mainly focus on the common adolescent’s frustration tolerance status, and family, school or other factors influence on adolescent frustration tolerance. There is no study focus on the hearing-impaired students’ attitude to frustration.We think study of hearing-impaired students’ attitude to frustration is necessary. It’s relation to the form of resilience, positive attitude to frustration maybe is a internal protective factor for resilience, it can stimulate they to use internal and external resources to actively adjust, in order to obtain positive results, improving their level of living accommodation. According to the previous studies, there have some relations between resilience and living accommodation. So in this study, we take the hearing-impaired as research subjects, focus on their attitudes to frustration, combined with the other two factors of resilience and living accommodation, investigation the internal relationship among the three factors. This study can make up the domestic study deficiencies in this aspect, provide empirical evidence to further improve the hearing-impaired students’ ability to resist frustration and living accommodation, provide reference and suggestions to promote psychological education for the hearing-impaired students in China.The research of this study found:(1)the self-made questionnaire of "hearing-impaired students’attitude of frustration" and "living accommodation of hearing-impaired students" has good validity and reliability, meet the requirements of educational surveying, and can be used as a measuring tool in this research.(2)the attitude to frustration of hearing-impaired students are divided into three dimensions, each dimension score from high to low in turn is positive behavior tendency, the correct cognition of frustration and positive emotions.(3)the correct cognition to frustration of hearing-impaired middle school students have significant differences on the time of hearing impaired, the relationship between teachers and students. Score of congenital hearing impairment student is higher than acquired hearing impairment student, Score of students who have a intimate relationship with teacher is higher than have a harmony, alienates or apathy teacher-student relationship. Deaf boys are significantly higher than girls on the positive emotions to frustration. Deaf girls are have a better positive behavior to frustration than boys.(4)the correct cognitive of frustration and the total score for the hearing-impaired students have a significant differences in grade and whether it’s the only child. The higher grade students will get higher scores. Non only child students scored higher than the only child students.(5)the hearing-impaired students correct cognition, positive emotion and positive behavior to frustration have significant differences in hearing loss degree and academic achievement. The degree of hearing-impaired for 3 and 4 students scored higher than 1 and 2 students, good students and middle-achievement students scored higher than the excellent and poor student.(6)hearing-impaired students in central of china scored higher than the eastern and western on correct cognition and positive behavior, eastern hearing-impaired students score higher on positive emotions than the central and western.(7)score of three dimensions and total attitude to frustration have a significant differences in personality, the mixed personality scored higher than extroversion and introversion students.(8)hearing-impaired students’resilience and the three dimensions have a significant differences in the personality and academic achievements. The mixed personality scored higher than introverted and extroverted students, academic excellence and good students scored higher than the middle and poor students. Junior high students with grade level rise will increase its resilience, high school grades will increase with reduced levels of resilience.(9)hearing-impaired students school accommodation and living accommodation have a significant differences in area, grade, whether it’s one child, personality and academic achievements. Central students scored higher than students in the eastern and western regions, the hearing-impaired high school students will get better score with the higher grade, the non one child scored higher than one child, the mixer personality scored higher than extroverted and introverted students, academic achievement more better will get better accommodation.(10)attitude to frustration of the hearing-impaired students is positively related to the resilience of the hearing-impaired students, and also have a positively related to the students’living accommodation.(11)the hearing-impaired students’resilience plays a partial mediating role between their attitude of frustration and living accommodation.更多还原