摘要
目的:调查听力障碍中学生生命意义感状况以及探讨核心自我评价、社会支持与生命意义感之间关系。方法:采用社会支持、核心自我评价和生命意义感量表对412名听力障碍中学生进行调查。结果:(1)有59.7%听力障碍中学生明显缺乏生命意义感;(2)在逃避维度上,男生显著高于女生;在生命热诚、生活目标、逃避三个维度以及生命意义感总分上,城镇聋生显著高于农村;(3)核心自我评价在家庭支持与生命意义感,其他支持与生命意义感间起完全中介作用,在朋友支持与生命意义感间起调节作用。结论:听力障碍中学生生命意义感状况不容乐观,应从环境-人格交互作用的视角来开展生命意义教育。
This study aims to probe into hearing-impaired middle school students＇ sense of the meaning of life, as well as the relationship between their core sell-evaluation, the social support, and their sense of the meaning of life, by using relevant scales to survey 412 hearing-impaired middle school students. The results reveal the following： （1） A total of 59.7% of the hearing-impaired middle school students lack the sense of the meaning of life. （2） The boys show a higher degree of escaping from life than the girls; the urban students score significantly higher than the rural students in their enthusiasm for life, their goal of life, their escape from life, and their sense of the meaning of life. （3） Their core self-evaluation plays a completely intermediary role between the support from their families and their sense of the meaning of life, and between the support from other aspects and their sense of the meaning of life, and it mediates between their friends＇ support and their sense of the meaning of life. The study draws the conclusion that hearing-impaired middle school students show a pessimistic sense of the meaning of life, and that they are supposed to receive education concerning the meaning of life in terms of the interaction between the environment and their personality.
出处
《中国特殊教育》
CSSCI
北大核心
2013年第6期34-40,共7页
Chinese Journal of Special Education
基金
广东省教育科学"十二五"规划课题"促进全民健身运动的动机路径--基于自我决定理论视角"(项目批准号:2012JK197)的资助
关键词
听力障碍中学生
生命意义感
核心自我评价
中介作用
调节作用
hearing-impaired middle school students
sense of the meaning of life
core self-evaluation
intermediary role mediating effect
