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Related Experiment Videos

Thinking styles and well-being among DHH students.

Sanyin Cheng¹, Li Deng¹

¹School of Philosophy and Social Development, Shandong University, Jinan, Shandong, China.

Journal of Deaf Studies and Deaf Education

|June 2, 2026

Summary

Thinking styles influence subjective well-being (SWB) in deaf and hard-of-hearing (DHH) students, mediated by grit and motivation. Hearing-assistive technology (HAT) use impacts how thinking styles translate to life satisfaction.

Area of Science:

Educational Psychology
Psychology of Disabilities
Higher Education Studies

Background:

Understanding the psychological factors influencing subjective well-being (SWB) in deaf and hard-of-hearing (DHH) university students is crucial.
Sternberg's theory of thinking styles and self-determination theory provide frameworks for exploring cognitive and motivational influences on well-being.

Purpose of the Study:

To investigate the relationship between thinking styles and SWB among DHH university students.
To examine the mediating roles of academic motivation and grit in this relationship.
To explore the moderating effect of hearing-assistive technology (HAT) use on these associations.

Main Methods:

A cross-sectional study involving 365 DHH university students in China, categorized by HAT use (200 users, 165 non-users).

Related Experiment Videos

Validated self-report measures assessed thinking styles (Types I, II, III), grit, academic motivation, and SWB (positive affect, negative affect, life satisfaction).

Statistical analyses included independent-samples t-tests, structural equation modeling (SEM), and multi-group analysis.

Main Results:

No significant mean-level differences in thinking styles, motivation, grit, or SWB were found between HAT users and non-users.
Grit and academic motivation significantly mediated the pathways from thinking styles to SWB.
The indirect effect of thinking styles on life satisfaction via grit was significantly stronger for non-HAT users compared to HAT users, indicating structural non-invariance.

Conclusions:

While HAT use does not appear to influence mean-level well-being outcomes in DHH university students, it may alter the motivational processes through which cognitive styles impact well-being.
Findings underscore the importance of considering individual differences in cognitive styles and motivational factors for supporting DHH students' well-being.
Differentiated educational support strategies are recommended, addressing listening effort for HAT users and access-coordination for non-users.