摘要
本研究探讨了融合教育模式下听障大学生主观幸福感、生活事件和社会支持的现状,旨在为融合教育模式下开展听障大学生的心理健康教育提供依据。采用生活事件量表、主观幸福感量表、社会支持评定量表和获取社会支持问卷对114名听障大学生和266名健听学生进行测评。研究结果显示:听障生在主观幸福感方面与健听生相比不存在显著差异;听障生的生活事件在学习、健康、其他维度显著低于健听生;听障生的社会支持评定在主观支持、支持利用度和社会支持评定总分维度上显著低于健听生。听障生的主观幸福感在恋人情况、唇读能力、听障朋友数量、健听朋友数量上存在显著差异。因此,融合教育模式下,听障生的主观幸福感与健听生不存在显著差异。听障大学生的融合状况会对他们的主观幸福感和社会支持产生显著影响。
The present study,by surveying 114 hearing-impaired college students and 266 normal-hearing college students with the Life Events Scale,the Subjective Well-being Scale,the Social Support Evaluation Scale and the Questionnaire of Access to Social Support,aims to probe into the effect of the mode of inclusive education on hearing-impaired college students＇ subjective well-being,life events and social support,and provide evidence for mental health education. The results show the following： there is no significant difference in subjective well-being between the hearing-impaired college students and the normal-hearing college students; the hearing-impaired college students score significantly lower than the normal-hearing college students in learning,health and other dimensions in terms of life events; the hearing-impaired college students score significantly lower than the normal-hearing college students in subjective social support,support utilization and the overall social support evaluation; in terms of subjective well-being,the hearing-impaired college students show a significant difference in dating the opposite sex,the ability to observe the mouth,the number of hearing-impaired friends,and the number of normal-hearing friends. The study concludes that under the mode of inclusive education there is no there is no significant difference in subjective well-being between hearing-impaired college students and normal-hearing college students,and that hearingimpaired college students＇ integration has a significant effect on their subjective well-being and social support.
出处
《中国特殊教育》
CSSCI
北大核心
2014年第8期40-46,共7页
Chinese Journal of Special Education
基金
广州市市级面上重点课题"融合教育模式在高等特殊教育中的实践研究"成果之一
关键词
融合教育
主观幸福感
生活事件
社会支持
inclusive education
subjective well-being
life events
social support
