The Self-esteem Contrast Between Senior High School Students With Hearing Impairment And Normal Senior High School Students Based On IRAP

As we know, Greenwald A G introduces the “Implicit self-esteem”. Inaddition, he introdeces dual structure of self-esteem, which includes implicitself-esteem and explicit self-esteem. Dual structure of self-esteem has been widelyverified by researchers. This article studies the implicit and explicit self-esteem ofsenior high school students with hearing impairment, it also involves the normalsenior high school students in order to compare the difference of two groups’self-esteem level. The study adopts a new implicit measurement way——ImplicitRelational Assessment Procedure (IRAP) to measure implicit self-esteem and tocheck the validity of IRAP for senior high school students with hearing impairmentand normal senior high school students. The study uses the Rosenberg self-esteemscale (SES) to prove the relation between explicit and implicit self-esteem bycalculating the Spearman correlation coefficient. The study also conducts theSCL-90and a survey of living conditions for senior high school students with hearingimpairment, and checks whether individual factors, family factors and school factorsaffect the structure of self-esteem for senior high school students with hearingimpairment. Based on the suitable target words of IRAP, this study measures seniorhigh school students with hearing impairment and normal senior high school students’implicit self-esteem and explicit self-esteem and analysizes the correlation betweenself-esteem and mental health. The article finds the following conclusions:：(1) For implicit self-esteem DIRAP-TYPE, we can effectively distinguish twogroups------senior high school students with hearing impairment and normal seniorhigh school students; By comparing the two DIRAP, two groups don’t fake on the IRAP.Those two aspects show that IRAP is one of the effective measurement ways toimplicit self-esteem for two groups.(2) The explicit self-esteem levels of senior high school students with hearingimpairment are significantly lower than normal senior high school students’s explicitself-esteem, however, the implicit self-esteem levels of senior high school studentswith hearing impairment are higher than normal high school students’s implicitself-esteem, but the two groups’s implicit self-esteem has no significant difference;The implicit self-esteem levels of senior high school students with hearing impairment are higher than their explicit self-esteem, but normal high school students’explicit self-esteem levels are higher than their implicit self-esteem, two groups havedifferent combinations of implicit self-esteem and explicit self-esteem; Thecorrelation between implicit measurement and explicit measurement grades is verylow, which supports the hypothsis that implicit self-esteem and explicit self-esteem isseparation structure.(3) The correlation between self-esteem (implicit self-esteem and explicitself-esteem) and SCL-90’s total symptom index and most factors is negative forsenior high school students with hearing impairment, but every correlation has nosignificant difference; The separation indexes between implicit and explicitself-esteem of senior high school students with hearing impairment has significantlypositive correlation with somatization and hostility factors; The abstract differencebetween implicit and explicit self-esteem of senior high school students with hearingimpairment can predict SCL-90’ total symptom index, somatization, copulsion andanxiety factors.(4) For senior high school students with hearing impairment, city and countryconditon has significant impact on explicit self-esteem, but it has no significantimpact on implicit self-esteem. Individual factors, family factors and school factorshave no significant impact on implicit self-esteem and explicit self-esteem of seniorhigh school students with hearing impairment.