社会资本与失聪青少年:与幸福感、学校联系和语用学的关系

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Timothy J. Byatt, K. Dally, Jill Duncan
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引用次数: 2

摘要

本文探讨了不同类型的社会资本与其他指标之间的关联,包括幸福感、学校联系和语用语言。来自澳大利亚和英国的17名失聪或重听青少年(DHH)完成了一项在线调查,并分析了他们的结果,以回答有关以下研究问题:失聪或重听青少年的社会资本形成;社会资本、幸福感、语用学和学校联系之间的关系以及身份在社会资本形成中的作用。完成统计分析以确定:变量之间的双变量相关性;被测社会资本类型之间存在显著差异;不同身份群体在社会资本方面存在显著差异。结果表明,总体而言,青少年的线下社会资本高于线上社会资本,家庭社会资本高于同伴和制度社会资本。此外,除在线社会资本外,所有社会资本都与幸福感和学校联系指标有很强的关联。失聪学生的社会资本水平在统计上显著低于听力障碍学生和双文化学生;然而,这个结果可能是由于这个小样本的组成。本研究表明,社会资本与更高水平的幸福感和学校联系有关,并表明学校经历在DHH学生的社会资本形成中起着重要作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Social capital and adolescents who are deaf: Associations with wellbeing, school connectedness, and pragmatics
ABSTRACT This paper explores the associations between different types of social capital and other measures including wellbeing, school connectedness, and pragmatic language. Seventeen adolescents who were deaf or hard of hearing (DHH) from Australia and the United Kingdom completed an online survey and their results were analysed to answer research questions relating to: social capital formation in adolescents who are DHH; associations between social capital, wellbeing, pragmatics, and school connectedness; and the role of identity in social capital formation. Statistical analyses were completed to determine: bivariate correlations between variables; significant differences between the types of social capital measured; and significant differences in social capital according to identity group. Results indicate that overall, adolescents had higher Offline social capital compared to Online social capital, and higher Family social capital in comparison to Peer and Institutional social capital. Additionally, all social capital except Online social capital had strong associations with wellbeing and school connectedness measures. Students who identified as deaf had statistically significant lower levels of social capital than those who identified as hard of hearing or hearing impaired, and bicultural; however, this result may be due to the composition of this small sample. This study indicates that social capital is associated with higher levels of wellbeing and school connectedness and demonstrates that school experiences play an important role in the formation of social capital for students who are DHH.
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来源期刊
Deafness & Education International
Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
7.10%
发文量
14
期刊介绍: Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.
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