The Relationship Of Attribution Bias And School Adjustment Among Hearing-impaired Students

School adjustment reflects students' learning and life in school and is an important part of social adjustment of children and adolescents.It is of great significance for hearing impaired students to go to school for education to adapt to their future social life.However,there are many problems in school adjustment of hearing-impaired students.However,there are many problems in school adjustment of hearing-impaired students.It is important to explore the influencing factors of school adjustment of hearing-impaired students and find out the impact of attribution bias on hearing-impaired students.Therefore,based on the success or failure attribution theory and the two-process model of attribution,with school maladjustment attributed to the main line,aimed at the shortage from the content of previous studies on expanding the dimensions of school adjustment and school adjustment of evaluation objects,from the method increased the implicit test,through three research,the characteristics of school adjustment and attribution bias,the relationship between explicit attribution bias and school adjustment,and the relationship between implicit attribution bias and school adjustment were discussed.In the preliminary study,105 hearing-impaired students and 217 hearing students were selected.The attribution characteristics of the hearing-impaired students' adjustment to various dimensions in school were studied through the test method and the open questionnaire survey.The results showed that the attribution of the hearing-impaired students to school adjustment was more negative than that of the hearing students,with attribution bias.Study 1 use paper and pencil test scenarios,the selection of the same subjects,the relationship between the hearing-impaired students' explicit attribution bias and school adjustment was investigated.it is found that,under the test mode,attribution of hearing impaired students is correlated with some dimensions of school adjustment.Attribution can predict school adjustment in some dimensions,but there is no attribution bias effect.However,in the context experiment,the students with hearing impairment showed significant attribution bias towards maladjustment in school.Study 2 used the Go-Nogo Association Test(GNAT)paradigm to select 76 hearing-impaired students.To investigate the relationship between implicit attribution bias and school adjustment in hearing impaired students.The results showedthat there was significant implicit attribution effect in the dimension of student-teacher relationship adjustment.The conclusions are as follows:1.Students with hearing impairment have attribution bias in school adjustment;2.At the explicit level,the hearing-impaired students did not show attribution bias in the general scale test,but attribution bias existed in the specific situational test;3.The implicit attribution bias in hearing-impaired students is related to school adjustment,which is embodied in the dimension of teacher-student relationship adjustment.