Development And Application Of Situational Test Of Emotional Intelligence For Middle School Deaf-Dump Students

Due to the particularity of physiology and environment,deaf and dumb adolescents mental health are important.Emotional intelligence plays an role in influencing individuals’ interpersonal relationships and their success,which directly affects their mental health.This research draws the common learning and living conditions of deaf-mute middle school students through open questionnaires and interviews,and then compiles the questionnaire covering the emotional intelligence of deaf-mute middle school students based on the literature.Combining the results of the literature review and questionnaires,the theoretical structure of emotional intelligence of deaf and dumb middle school students was constructed,and a preliminary test of the emotional intelligence test for deaf and dumb middle school students was developed.Based on the results of the initial measurement of feedback data,the initial test of the test was revised to form a formal test for emotional intelligence of students with deaf and mute.Research indicates:1.There is a good reliability and validity for the self-education and deaf-mute secondary school students’ emotional intelligence situation test.The four dimensions of this situation test were obtained: understanding other people’s emotional ability,expressing self-emotional ability,regulating other people’s emotional and regulating self-emotional ability.The exploratory factor analysis found that the alpha coefficient of the emotional intelligence test for deaf and dumb middle school students was(0.917).Confirmatory factor analysis found that the theoretical structure and empirical data were well-fitted,and the test structure validity was in line with expectations.2.The characteristics of emotional intelligence of deaf middle school students(1)The overall status of the test: the scores of the emotional intelligence of deaf and dumb middle school students are: understanding other people’s emotional ability>regulating other people’s emotional ability> regulating one’s emotional ability>expressing one’s emotional ability;(2)Gender characteristics: The level of emotional intelligence in the hearing-impaired students and the understanding of others are significantly different between men and women,and the scores of girls are significantly higher than those of boys;(3)Grade characteristics: The overall level of emotional intelligence of the students with hearing impairment and the understanding of others and the expression of self-dimension scores are significantly different in the upper grades.The difference between the two levels of self-regulation and regulation of others is not significant;(4)Characteristics of hearing loss time: The overall level of emotional intelligence in the hearing-impaired students and the understanding of other people’s emotional scores are significantly higher than the pre-sentences;(5)Characteristics of family structure: The scores of the students in the hearing-impaired students who regulate the dimensions of others are significantly different among different family structures;(6)Characteristics of hearing impairment: The overall level of emotional intelligence in the hearing-impaired students and the differences in the degree of damage in expressing the self,regulating the self,and regulating the dimensions of others are significant;(7)The relationship between emotional intelligence and coping style: There is a significant positive correlation between the overall level of emotional intelligence and the coping styles of various dimensions and pointing problems,and there is a negative correlation or no correlation with the coping styles that point to emotional problems.