The Impact Of Parent-adolescent Communication On Middle School Student's Social Adaptation With Hearing Impairment

Social adaptation is the process by which an individual interacts with his or her environment by changing it or changing himself or herself to adapt to it.As a socially disadvantaged group,hearing-impaired middle school students are particularly vulnerable to social adaptation problems.Based on Bronfenbrenner's Ecosystem Theory and Developmental Context Theory,this study explores the impact of parent-adolescent communication on social adaptation of middle school students with hearing impairment and explores the conditional mechanisms of peer relationships in the impact of parent-adolescent communication on social adaptation of middle school students with hearing impairment.In this study,Adolescent Social Adaptation Scale,Parent-adolescent Communication Scale,and Peer Relationship Scale were used to investigate,a total of335 students with hearing impairment in six special education schools in Anhui province were obtained.Using SPSS ? Mplus and PROCESS to describe the data statistics,t test,one-way analysis,correlation analysis,moderating effect and other processing to investigate parent-adolescent communication,peer relationship,social adaptation status and relationship.The results of this study are as follows:(1)Students with hearing impairment were at an upper-middle level of positive adaptation and lower-middle level of negative adaptation;students with hearing impairment were at an upper-middle level of open parent-adolescent communication and lower-middle level of problem parent-adolescent communication;students with hearing impairment were at an upper-middle level of peer relationships.(2)There was a significant difference in positive adaptation among students with hearing impairment in terms of whether they were in single-parent families,with non-single-parent families significantly more than single-parent families;there was a significant difference in open parent-adolescent communication among students with hearing impairment in terms of whether they were in single-parent families,withnon-single-parent families significantly more than single-parent families;there was a significant difference in problematic parent-adolescent communication among students with hearing impairment in terms of how long they wore hearing aids,with hearing aids for more than 15 years significantly more than not wearing them,5-10 years,10-15 years,0-5 years significantly more than not wearing them and 5-10 years.(3)There was a significant positive correlation between open parent-adolescent communication and positive adaptation in middle school students with hearing impairment,and a significant positive correlation between problematic parent-adolescent communication and negative adaptation;and a significant positive correlation between peer relationships and open parent-adolescent communication and positive adaptation of middle school's students with hearing impairment.(4)There was a significant moderating effect of peer relationships in the effect of parent-adolescent communication on social adaptation of students with hearing impairment.Peer relationships positively modulated the effect of parent-adolescent open communication on positive adaptation in middle school students with hearing impairment,and negatively modulated the effect of parent-adolescent open communication on negative adaptation in middle school students with hearing impairment;peer relationships negatively modulated the effect of parent-adolescent problematic communication on positive adaptation in middle school students with hearing impairment,and positively modulated the effect of parent-adolescent problematic communication on negative adaptation in middle school students with hearing impairment.