一项关于学龄前儿童有或没有听力损失的道德情绪和心理社会功能的纵向研究
Zijian Li1, Boya Li1, Yung-Ting Tsou1,2
1Unit of Developmental and Educational Psychology, Institute of Psychology, Faculty of Social and Behavioral Sciences, Leiden University, Leiden, Netherlands.
Development and psychopathology
|September 27, 2024
概括
耳聋和听力障碍 (DHH) 的学前儿童表现出较低的内和自豪感,但与正常听力同龄人相似的情感发展. 早期干预可以支持DHH儿童的社会发展.
科学领域:
- 发展心理学 发展心理学
- 社会情感学习 社交情感学习
- 儿科 儿科 儿科
背景情况:
- 像羞愧,内和骄傲这样的道德情绪对于幼儿的社会情感发展至关重要.
- 聋子和听力障碍 (DHH) 儿童可能面临独特的挑战,在发展道德情绪,由于社会世界的访问限制.
- 关于学龄前儿童的道德情绪发展轨迹的研究有限.
研究的目的:
- 调查羞耻,内和自豪感的发展轨迹在中国DHH和典型的听力 (TH) 学前儿童中.
- 为了比较DHH和TH儿童在学前阶段的道德情绪的发展.
- 检查在学龄前儿童的道德情绪和心理社会功能之间的关系.
主要方法:
- 纵向研究设计. 纵向研究设计.
- 259名中国2至6岁的DHH和TH学龄前儿童的样本.
- 父母报告用于评估道德情绪和心理社会功能.
主要成果:
- 与TH同龄人相比,DHH儿童报告的内和自豪感较低.
- 在学前阶段,所有儿童的羞耻感,内感和自豪感都同样增加.
- 罪恶感和自豪感与心理社会功能有积极的相关性,而羞耻感与较低的社会能力和更多的外部化行为有关.
结论:
- 早期干预和听力损失调整可能有利于DHH儿童的社会发展.
- 在研究中国DHH学龄前儿童的道德情绪时,文化背景很重要.
- 了解道德情感的发展对于支持DHH儿童的社会情感福祉至关重要.
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