Study On The Relationship Between Discrimination Perception, Core Self-evaluation And School Adaptation Of Hearing Impaired Students

The middle school stage is an important period for students' physical and mental development.The middle school students have undergone significant changes both physically and psychologically and their school adaptation problems have become more prominent.The physical defects of the students in the hearing-impaired school make them face more difficulties and challenges than the ordinary students in school adaptation.This study takes the school adaptation problem as the research topic.To improve the school adaptability of students with hearing impairment,provide certain theoretical and practical basis,the relationship between school adaptation and discriminatory perception,core self-evaluation and school adaptation of the students with hearing impairment was studied.In this study,301 hearing-impaired middle school students(junior high school students,high school students and vocational secondary school students)were selected from three special education schools,which are Jinan Special Education School,Qingdao Central City School and Weifang Deaf School in Shandong Province.For the participants,the children's discrimination perception questionnaire,the core self-evaluation scale and the school adaptation questionnaire were used to test the relationship between discriminatory perception and school adaptation in the hearing impaired students and the role of core self-evaluation.This study draws the following conclusions:(1)The school adaptability of the middle school students with hearing impairment is at a good level.There are significant differences in gender and school sections.The school students' school adaptation score is higher than that of boys.The junior high school students and high school students have higher school adaptation scores than the vocational secondary school students.There are significant differences in school attitudes,routine adjustments and school adaptation among hearing-impaired middle school students.The school adaptation scores of students with hearing impairment in urban areas are higher than those of rural students.The academic adaptation of the students with hearing impairment has significant differences in the level of education of parents.Parents who are highly educated have higher academic achievement scores than those whose parents are primary and junior high school.(2)The perception of discrimination among the students with hearing impairment is at a low level.There are significant differences in gender and school sections.The discrimination of girls is higher than that of boys.The discrimination of vocational secondary school students is higher than that of junior high school students and high school students.The discriminatory knowledge of the hearing impaired students in the school is higher than that of the students who are not enrolled in the general school.(3)The core self-evaluation of hearing-impaired middle school students is at the upper-middle level.There are significant differences in the school sections.The core self-evaluation scores of junior high school students are higher than those of high school students and vocational secondary school students.There is no difference in demographic variables such as gender and whether they have been enrolled in general school.(4)There is a significant correlation between discriminatory perception,core self-evaluation and school adaptation among the students with hearing impairment.Discrimination perception and school adaptation are significantly negatively correlated.Discrimination perception and core self-evaluation are significantly negatively correlated.Self-evaluation is significantly positively correlated with school adaptation.(5)Discrimination perception of students with hearing impairment can significantly predict school adaptation,discriminatory perception can significantly predict core self-evaluation,and core self-evaluation can significantly predict school adaptation.(6)The core self-evaluation of hearing-impaired middle school students plays a partial intermediary role in discriminating perception and school adaptation.