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題名 | 單側聽力損失學生溝通問題與因應策略之研究=A Study on Communication Problems and Coping Strategies of Students with Unilateral Hearing Loss |
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作者 | 吳婌華; 張蓓莉; Wu, Shu-hua; Chang, Bey-lih; |
期刊 | 特殊教育研究學刊 |
出版日期 | 20030300 |
卷期 | 24 2003.03[民92.03] |
頁次 | 頁177-201 |
分類號 | 529.67 |
語文 | chi |
關鍵詞 | 單側聽力損失學生; 溝通問題; 因應策略; Students with unilateral hearing loss; Communication problems; Coping strategies; |
中文摘要 | 本研究的主要目的在瞭解單側聽力損失(以下簡稱單側聽損)學生的溝通問題與因應策略,並比較不同個人變項之單側聽損學生在溝通問題與因應策略上的差異。以自編的「單側聽損學生溝通行為問卷」為研究工具。研究對象為246位九歲以上的單側聽損學生,回收率為91.7%。研究結果發現:(一)無論學校環境安靜或吵雜,單側聽損學生對於來自劣耳側、後後、無視覺線索的語音訊息較容易產生聽取困難、他人對著其劣耳講稍稍話、或說話的距離較遠時,不論音源在哪一個方向,也會有聽取困難;單側聽損學生容物聽錯別人說話的內容、被別人誤會沒有專心聽人說話。不過單側聽損學生常會用積極性的溝通策略,克服所遭遇的困難。(二)高中職以上的單側聽損學生知覺語音聽取困難的比率高於國中以下的學生;女生知覺聽取困難的比率顯著高於男生;在吵雜環境下,極重度單側聽損學生對於後方音源定位的困難顯著高於重度者。不同同就學階段、性別、和聽損程度的單側聽損學生在溝通困擾上沒有顯著的差異。高中職以上的單側聽損學生較國中以下的學生經常採用積極性的因應策略;與其他階段學生相較,國小學生較常採用的策略,有積極性的也有消極性的;女生較男生常採用積極性的策略;極重度單側聽損學生比重度學生常採用積極性的策略。 |
英文摘要 | The purpose of this study was to understand the communication problems the students with unilateral hearing loss (UHL) had in school and the coping strategies used by them. Also, comparisons of these problems and coping strategies were made among students with different schooling levels, genders, as well as degrees of hearing loss. A questionnaire was designed and distributed to 246 students above 9 years old with UHL. 200 copies of them are returned (with 81.7% return rate). The main results were as follows: 1.No matter school environments were quiet or noisy, students with UHL had more difficulties in listening the speaker when he/she was at the side of the poor ear or at the back; 1.2)his/her face could not be seen; 1.3)his/her voice was soft; 1.4)he/she was in a long distance. Due to misunderstanding, Students with UHL were viewed as not paying attention to the speaker. Students with UHL often adopted Positive strategies to cope with these problems. 2.More students with UHL at regular/vocational senior high school and colleges had self-awareness of the hearing problems tan those with UHL at compulsory education levels. Female students felt more difficulties than male students in listening from the poor ear side without visual clues, as well as in group discussion situations. Under noisy situations, students with profound UHL had more difficulties in localizing voice coming from back than students with severe UHL. Students with UHL. Students with UHL at post compulsory education levels, female, and with profound UHL adopted more Positive strategies. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。