Acta Psychologica Sinica

Abstract

As a special group, nowadays deaf students obtain more and more attention. Previous research found that their mental health lever was lower than normal students, but little researches were applied to find the reason of that. In the preliminary research, the inner and external factors related to the mental were discussed based in Stress Respond Mechanisms.

There are 114 deaf students in Suzhou considered as subjects in the research, among which 67 are male and 47 are female. Learning stress, coping style, achievement motivation, social support are considered as antecedents to deaf students’ mental health. Questionnaires and self-administered technique are used in this research. Multiple regression analysis is used to analyze the hypotheses. In order to prove the statistical results, this research carried out an interview which including 8 deaf students and 6 teachers.

The results are summarized as follows: (1) Whether general questionnaire or three sub-questionnaire of mental health, deaf students’ lever is lower than that of normal students, which is as same as the previous research; (2) The learning stress of deaf students mainly comes from others’ expectation, high learning object set up by their own, heavy learning assignment or competition among classmates; (3) The four coping style of deaf students commonly used are problem-solving, help-seeking and withdrawal. Compared to normal students, deaf students are adapt to adopt fantasy to cope with the frustration and trouble; (4) The social support of deaf students is more than that of normal students; (5) Whether total achievement motivation or external and inner achievement motivation of deaf students is higher than that of normal students, and deaf students’ inner achievement motivation is higher than their external achievement motivation; (6) Deaf students with learning stress, coping style, achievement motivation have predictive power over mental health.

The present findings shows the influencing Mechanisms of deaf students’ mental health, which can serve as the scientific base for improving deaf students’ mental health. At the same time, the result is useful for the development of Special Education. Owning to the particularity of deaf students, their education should be different from the normal students, especially reinforcing the education of mental health.

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