学业与社会融合对听障大学生主观幸福感的影响——外部支持与障碍的中介作用
The Influence of Academic and Social Integration on the Subjective Well-Being of College Students with Hearing Impairment:The Mediating Role of External Support and Barriers
徐添喜 1梁雅惠 1陈影 2袁维1
作者信息
- 1. 华中师范大学教育学院,武汉,430079
- 2. 浙江师范大学儿童发展与教育学院,杭州,311231
- 折叠
摘要
为研究学业与社会融合如何影响听障大学生的主观幸福感,探讨了外部支持和障碍的中介作用.对432名听障大学生进行问卷调查,研究结果发现:(1)学业与社会融合显著正向预测主观幸福感;(2)外部支持能正向预测主观幸福感,而外部障碍负向预测主观幸福感;(3)外部支持与障碍在学业与社会融合与幸福感之间起着重要的部分平行中介作用,占比31.20％.这提示为了提高听障大学生的幸福感,教育系统需要提供更多的经济支持和心理健康服务,增强同伴支持和榜样的正面影响,促进他们与健听同龄人的平等交往,共同接受教育,以充分发挥他们的潜能.
Abstract
This study examines how academic and social integration influence the subjective well-being of college students with hearing impairment,exploring the mediating roles of external support and barriers.A survey was conducted with 432 deaf college students.The findings indicate:(1)Academic and social integration significantly positively predict subjective well-being;(2)External support positively predicts subjective well-being,while external barriers negatively predict it;(3)External support and barriers play significant parallel mediating roles,accounting for 31.2％of the total.This suggests that to enhance the subjective well-being of college students with hearing impairment,the educational systems should provide more economic support and mental health services,enhance peer support and positive role model influences,and promote equal interactions with hearing peers for inclusive education and to maximize their potential.
关键词
听障大学生/外部支持与障碍/学业与社会融合/主观幸福感Key words
college students with hearing impairment/external support and barriers/academic and social integration/subjective well-being引用本文复制引用
基金项目
2023年度中央高校基本科研业务类(人文社科类)青年学术创新团队项目(30106230223)
出版年
2024
NETL
NSTL
万方数据