A Study On Prosocial Behavior And Its Influencing Factors Of Hearing Impaired Middle School Students

Prosocial behavior,as a positive behavior that people show in social interaction,is an important behavior for individuals to adapt to society,and it is also an important symbol of individual social development.The development of prosocial behavior of hearing impaired middle school students is of great significance in promoting their social integration.The purpose of this study is to understand the development of prosocial behavior of hearing impaired middle school students in China and explore its influencing factors,so as to provide an empirical reference for the educational practice of hearing impaired middle school students.This study consists of two parts.In the first study,by using the revised questionnaire: Questionnaire on prosocial behavior of hearing impaired middle school students,compared the differences in explicit prosocial behavior of hearing impaired students in terms of gender,school grade,family structure,main communication method,birthplaces,and whether they have received language training.The relationship between empathy,peer attachment,social support and explicit prosocial behavior were also analyzed.The second study was a self-designed implicit association test of prosocial behavior,explored the characteristics of implicit prosocial behavior and its relationship with explicit prosocial behavior of hearing impaired students through implicit association test(IAT).The results are as follows:(1)Explicit prosocial behavior of hearing impaired middle school students was generally at a medium level.There were significant differences in the following variables such as gender,school grade,only child,birthplace,language training.The overall level of explicit prosocial behavior of girls was higher than that of boys;the level of explicit prosocial behavior of hearing impaired middle school students in high school was higher than that of junior high school students;the level of explicit prosocial behavior of the only child was higher than that of the non-only child;the level of explicit prosocial behavior of hearing impaired middle school students from urban areas was higher than that of hearing impaired middle school students from rural areas;the level of explicit prosocial behavior of hearing impaired middle school students who received language training was higher than that of hearing impaired middle school students who did not receive language training.There were no significant differences in variables like whether they are single-parent families and the main communication method.(2)There was a significant positive correlation between explicit prosocial behavior and empathy,peer attachment and social support,and empathy,peer attachment and social support could significantly predict prosocial behavior.And,empathy was the most predictive factor.(3)Middle school students with hearing impairment exist implicit prosocial behavior,and implicit prosocial behavior and explicit prosocial behavior were two different structures,which were relatively independent of each other.(4)There was no significant difference in the implicit prosocial behavior of hearing impaired students in terms of gender?school grade?family structure?where they are born?the main communication method they use and whether they have received language training;It was also not directly related to empathy,peer attachment,and social support,which proved that implicit prosocial behavior and explicit prosocial behavior of hearing impaired students were relatively independent systems.Further research results found that the separation of implicit prosocial behavior and explicit prosocial behavior of hearing impaired middle school students was significantly negatively related to empathy and social support,but not significantly related to peer attachment.