聋生的身份认同及其与社交焦虑的关系  

Research on the Relationship Between Identity and Social Anxiety of Deaf Students

作　　者：谭千保[1] 钟毅平[2] 陈芳 周松青 

机构地区：[1]湖南科技大学教育学院,湖南湘潭411201 [2]湖南师范大学教科院,湖南长沙4110081 [3]湘潭市特殊教育学校

出　　处：《中国临床心理学杂志》2010年第4期509-510,513,共3页Chinese Journal of Clinical Psychology

基　　金：全国教育科学"十一五"规划教育部重点课题(DBA080171)

摘　　要：目的:探讨聋生的身份认同及其与社交焦虑的关系。方法:以196名聋生为被试,采用问卷测查其身份认同和社交焦虑。结果:①聋生双文化认同程度最强,边缘型身份认同程度最弱;边缘型和双文化身份认同程度在致聋时间上主效应显著。②聋生健听文化、边缘型和聋人文化身份认同程度与社交焦虑显著正相关,双文化身份认同与社交焦虑显著负相关。③聋生的四种身份认同程度能显著地预测其社交焦虑。结论:聋生的身份认同与社交焦虑有一定的关系,双文化身份认同有助于增强其社会交往和减轻社交焦虑。Objective：To explore the relationship between identity and social anxiety of deaf students.Methods：The study investigated the deaf identity and social anxiety of 196 deaf students.Results：①Deaf students＇ bicultural identity was the strongest and marginal identity was the weakest;the main-effects were statistical significant in the time of being deaf on deaf students＇ marginal identity and bicultural identity.② There were positive correlations between hearing identity,marginal identity,deaf immersion identity and social anxiety,negative correlations between bicultural identity and social anxiety.③ Stepwise regression analysis showed that deaf students＇ four identities were significant predictors of social anxiety.Conclusion：The relationship of deaf students＇ identity and social anxiety is significant;bicultural identity of deaf students may enhance their social activities and reduce their social anxiety.

关 键 词：聋生 身份认同 社交焦虑 

分 类 号：R395.6[哲学宗教—心理学]