听力障碍初中生社会支持系统的现状和特点

The Status and Characteristics of the Social Support System for Junior High School Students with Hearing Disabilities

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。

The present study aimed to investigate the status and characteristics of the social support system for iunior high school students with hearing disabilities. 125 students in the high schools for the deaf in Beijing participated and Perceived Social Support Scale was used. The findings indicated that. the levels of social supports perceived by junior high school students with hearing disabilities from important others were under the medium level universally; mothers, teachers and same-sex classmates were the main source of support, while fathers, opposite-sex classmates and relatives were less important source of sup- port; the level of accompanying of important others were significantly higher than that of other support, while that of intimacy were significantly lower than that of other support. What＇s more, mothers, teachers and same-sex classmates gave more emotional support; teachers and mothers gave more instrumental sup- port~ same-sex classmates and mothers gave more support of accompanying; parents and teachers were im- portant source of value building up; and the intimacy of all sources of support were the lowest. Boys per- ceived higher level of accompanying from fathers, relatives and teachers than girls, while girls perceived higher level of accompanying from mothers and classmates than boys. In addition, as grades increase, the instrumental support from fathers, same-sex classmates and teachers, the emotional support from mothers and the value building up support from teachers presented a trend of ＂U＂ shape; the value building up, in- timacy and instrumental support from classmates increased significantly; the levels of accompanying and intimacy of all sources decreased; and the levels of emotional, instrumental and value building up support of all sources increased.