Research On The Relationship Between Self-Conscious Emotions And Problem Behaviors Of Secondary Vocational Students With Intellectual Disability

Self-conscious emotions（SCE,such as shame,guilt,pride,etc.）serve the social needs of individuals and have positive significance for the development of individual morality and other aspects.Limited in cognition,there might be speciality in SCE of secondary vocational students with intellectual disabilities.Students with intellectual disabilities,as well as their teachers and parents,face the challenges from problem behaviors,while close association between SCE and problem behaviors was found in some studies.In current research,survey study and case study were carried out to investigate the status of SCE and its relationship with the problem behavior of secondary vocational students with intellectual disabilities.Results of this research are expected to contribute to education,intervention and future research about children with intellectual disabilities.In the first study,a questionnaire survey（TOSCA-A as main measurement tool）was carried out among 78 secondary vocational students with intellectual disabilities to explore the overall and difference status of students’ SCE.Results showes that:（1）Secondary vocational students with intellectual disabilities are less likely to feel shame and more likely to feel guilt and pride.Among them,guilt-proneness is more than pride-proneness and shame-proneness,shame-proneness is the fewest.（2）Among secondary vocational students with intellectual disabilities,shame was influenced by gender,intelligence,grade and previous study experience in regular school or in special education schools.Marginly significant interaction effect was found between gender and intelligence.while significant interaction effects were found among grade,intelligence and previous study experience in regular school or in special education school.Guilt was not affected by gender,grade,intelligence or previous study experience significantly.Pride is influenced by gender,grade,and study experience,among which significant interaction effects were found between gender and grade,as well as grade and previous study experience.In the second study,6 secondary vocational special education teachers and 6 secondary vocational students with intellectual disabilities were selected as research participants of interview.Questions about SCE（such as behaviors during emotin events）of secondary vocational students with intellectual disabilities were asked during interviews.Results showes that:（1）The behaviors of selfconscious emotion of secondary vocational students with intellectual disabilities is not consistent with that of typically developed children.（2）Compared with typically developed children,the activating events of self-conscious emotion of secondary vocational students with intellectual disabilities are less,and most of them include evaluation of others.In the third study,45 secondary vocational students with intellectual disabilities were selected to explore the relationship between students’ SCE and problem behaviors through students’ questionnaires and teachers’ interviews.The results showes that:（1）Shame is closely associated with problem behaviors.Among students with problem behaviors,more problem behaviors about safety,study,life,social order and interpersonal interactions tend to occur among students with lower or higher shame-proneness.（2）Among students with problem behaviors,more problem behaviors about social order and interpersonal interactions tend to occur among students with lower guilt-proneness.（3）Among students with problem behaviors,more problem behaviors about safety,social order and interpersonal interactions occur among students with lower or higher prideproneness,and more problem behaviors about learning and life occur among students with middle level of pride-proneness.In the fourth study,3 secondary vocational students with intellectual disabilities were selected as the cases to explore the relationship between students’ SCE and their problem behaviors.The results showes that:（1）student’s transgressions（such as always being late for school）and shame can be mutually induced.（2）Lacking of guilt,student’s violations may be serious,and difficult to intervene.（3）A reduction in academic problem behavior can induce pride.Based on the research results of the whole research,we suggested that:（1）Pay attention to the development of SCE of students with intellectual disabilities;（2）Improve students’ ability about SCE,promote the positive influences of SCE,and reduce the negative impact of SCE;（3）In SCE events,evaluation of students’ significant others should be used to induce students’ SCE more appropriately when necessary.