A Study On School Adjustment And Its Related Factors Of Hearing Impaired Middle School Students

As an important part of social adjustment,school adjustment is a crucial stage in the process of individual socialization.Good school adjustment helps students to gain peer friendship,develop cognitive ability,gain academic success,and even promote their positive development of emotion,relationship and career.The purpose of this study is to provide an in-depth understanding of the status and characteristics of school adjustment in middle school in China,and to provide schools and families with hearing-impaired students to better adapt to the school and provide more targeted education advice and support strategies.The research consists of three parts: Firstly,referred to the school adjustment measurement tools compiled by experts and scholars at home and abroad,combined with the characteristics of the students with hearing impairment in China to adapt to the school adjustment questionnaire for hearing-impaired middle school students.Secondly,explored the school adjustment characteristics of the hearing-impaired middle school students.Thirdly,selected some relevant factors of school adjustment,and conducted in-depth statistical analysis.The research results were as followed:(1)The school adjustment questionnaire for the hearing-impaired middle school included five dimensions: school attitude,interpersonal adjustment,academic adjustment,routine adjustment and self-adjustment.The reliability and validity of the questionnaire were all in line with the psychometric requirements,which could be used for school adjustment measurement in hearing-impaired middle school students.(2)The school's adaptability level of hearing-impaired middle school students was generally in the middle.There were significant differences in the five dimensions of school adjustment between different genders,semester and parental hearing.Whether the single-child female variables were significantly different in the five dimensions of school adjustment,whether the single-parent family only had a significant difference in the self-adjustment dimension.(3)There was a significant positive correlation between the communication ability of the students with hearing impairment and their school adjustment,and they could significantly predict their school adjustment level.Good communication skills could help the hearing-impaired students to better adapt to the life and study of the school.(4)There was a significant and significant positive correlation between school adjustment and subjective well-being,academic self-efficacy and learning achievement in hearing-impaired middle school students,and a significant negative correlation with loneliness.(5)Among the hearing-impaired middle school students,there were extremely significant differences in the level of school adaptability between students with eugenics and students with poor learning,especially in the three dimensions of school attitude,interpersonal adjustment and routine adjustment.The performance of students with learning difficulties was significantly lower than that of students with academic disabilities.