Study On Interpersonal Relations And Related Factors Of Students With Visual Impairment In Vocational Colleges

ObjectiveInterpersonal relationship of students with visual impairment,was investigated,to understand the characteristics of the interpersonal relationship of themto analyze the relationship among social support,achievement motivation,impulsive personality and interpersonal relationship,In order to provide the scientific basis and theoretical reference for school management and mental health maintenance intervention of students with visual impairment.MethodsTotal of 210 students with visual impairment were studied as examples in a vocational college in Henan province,and 238 normal students were selected as control group.The research tools used general situation questionnaires(gender,people,family residence,etc.),interpersonal diagnostic scale(IRCS),perceived social support scale(PSSS),achievement motivation scale(AMS),impulse personality scale(BIS).All of questionnaire were collected on the spot by means of field questionnaire Data were entered by EpiData 3.1 software,and analyzed by IBM SPSS statistics 21.0 software.Results(1)The detection rate of interpersonal disturbance among students with visual impairment is 64.8 %,and the proportion of serious disturbance is 47.7 %.(2)The differences between students with visual impairment and normal students are statistically significant in the three dimensions(P<0.001)There was no significant difference in perceived social support,achievement motivation and impulsive personality between students with visual impairment and normal students(P >0.05).(3)The total scores of students with visual impairment in their interpersonal relationships are statistically significant at middle and higher vocational levels,single children,degree of visual impairment and family structure(P<0.05).(4)There is a statistically significant difference in perceived social support among students with visual impairment compared with single children(P<0.05).(5)The relationship and its dimension are negatively correlated with the perceived social support and its dimension(P<0.001),the correlation coefficient is significant,the most significant aspect is friend support and conversation(R = 0.401),and the least significant aspect is the dimension of family support and treatment(r=0.204).(6)There is a positive correlation(P<0.001)between the overall score and the dimensions of the students with visual impairment and the dimension of fear of failure(P<0.001),with the correlation coefficient reaching a significant level.The most significant correlation is between the aspect of communication and fear of failure(r=0.240),while the weakest correlation is between the dimension of treat and fear of failure(r=0.145).(7)Multiple regression analysis showed that the rate of visual impairment,friend support and fear of failure were 38%.Conclusion(1)Students with visual impairment have more serious interpersonal problems than normal students.The interpersonal ability of the non-only children in core family with visual impairment is stronger than that of the common children with visual impairment.(2)Students with visual impairment have a medium level of perceived social support,while non-only children have a higher level of perceived social support than only children.Students with visual impairment with high social support have strong interpersonal skills.(3)Interpersonal distress is closely related to the factors of fear and failure in achievement motivation,the more people with visual impairment are afraid of failure,the more serious the relationship is,and vice versa.(4)One of the effective ways to reduce interpersonal distress and promote mental health among students with visual impairment is to promote social and family support and encouraging them to succeed on base of care and love.