Social Support and Student Engagement Among Deaf or Hard-of-Hearing Students

IF 0.7 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly Pub Date : 2020-08-21 DOI:10.1177/1525740120950638

Sanyin Cheng, Meng Deng, Yuqin Yang

引用次数: 3

Abstract

This study explores how students’ social support are related to their engagement, by administering the Chinese Version of Zimet’s Multidimensional Scale of Perceived Social Support (MSPSS-C) and the Student Engagement Scale to 225 deaf or hard-of-hearing (D/HH) school students in mainland China. Results show that, among all participants, those with higher levels of social support scored higher on student engagement, whereas those with lower levels of social support had lower scores. The contributions, limitations, and implications of the present research are discussed.

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聋哑学生的社会支持与学生参与

本研究通过对225名中国大陆失聪或听障(D/HH)学生实施中文版的Zimet多维感知社会支持量表(MSPSS-C)和学生投入量表，探讨学生的社会支持与他们的投入之间的关系。结果表明，在所有参与者中，社会支持水平较高的学生在学生参与度方面得分较高，而社会支持水平较低的学生得分较低。讨论了本研究的贡献、局限性和意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Communication Disorders Quarterly REHABILITATION-

CiteScore

1.90

自引率

0.00%

发文量

期刊介绍： Articles for Communication Disorders Quarterly (CDQ) are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.