Research On Relation Among Social Support, Self-esteem And Subjective Well-being Of Deaf Mute Students From High School

In recent years, more and more psychological researches on subjective well-being have been conducted, and the range of it is also becoming more widely. There are a lot of researches on the deaf-mute community about subjective well-being, but they are mainly on the deaf-mute college students, deaf-mute junior school students, and deaf-mute children, but there are few studies on deaf-mute high school students. With the rapid development of China’s special education, the subjective well-being of high school students should get much more attention. In the existing studies, studies about social support and self-esteem are more concentrated on the deaf-mute junior high school students and the deaf-mute college students. But researches on deaf-mute high school students about the social support and self-esteem are not many, especially on the relationships about social support self-esteem and subjective well-being.In this study, the subjects are deaf-mute high school students, the samples are from special schools of Shandong, Anhui and Henan provinces, a total of 119 individuals. The study includes three parts: social support, self-esteem and subjective well-being, focusing on the relationships among them and whether self-esteem plays a mediation role. Measurement tools used in this study include: Social Support Rating Scale(SSRS) of Xiao Shuiyuan(1986), Self-Esteem Scale(SES) of Rosenberg(1965) and Subjective Well-being Scale of Teenagers from Zhang Xinggui(2003). This study concluded that:(1) The overall level of deaf-mute high school students’ social support is at an intermediate, the difference between urban and rural areas is not significant as well as it in gender; the difference in grade is significant.(2) The self-esteem level of deaf high school students in general is among the middle level; differences among gender, grade and areas are all not significant; but significant difference existing on whether he or she is the only child.(3) The subjective well-being of deaf-mute high school students overall is at a moderate level, differences among gender, areas, and whether is the only child are not significant; significant difference exists in grade.(4) Social support and self-esteem have significant active prediction on deaf-mute high school students’ subjective well-being; self-esteem plays a mediation role between social support and self-esteem.